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[Target Language] 5 to 12




[Target Language] 5 to 12 • Master   1
GRADE 5 • Communicating

PRESCRIBED LEARNING OUTCOMES                      SUGGESTED INSTRUCTIONAL STRATEGIES

It is expected that students will:                For many students, this is their first exposure to
• ask and respond to simple questions             a second language. Because Grade 5 sets the
• present information about themselves            stage for years to come, it is important that the
• recognize and use simple greetings and          experience be non-threatening, rewarding, and
    expressions of politeness                     enjoyable. Give students every opportunity to
• communicate likes, dislikes, needs, and wants   hear, repeat, and “play” with the language.
• respond to classroom instructions               Routinely give classroom instructions in [Target
                                                  Language] instead of English. Encourage
                                                  students to use drawings and other visual aids as
                                                  well as non-verbal gestures to extend
                                                  communication.

                                                  •   Provide opportunities for students to hear
                                                      greetings and expressions of politeness (e.g.,
                                                      begin lessons with Good day. How are you?)
                                                      Have students create posters or a mural of
                                                      greetings and expressions of politeness.
                                                  •   Using pre-framed models, have students role-
                                                      play using greetings and expressions of
                                                      politeness.
                                                      A. Good day.
                                                      B. Good day.
                                                      A. My name is ___________. What’s your
                                                      name?
                                                      B. My name is __________. How are you?
                                                      A. I’m well. And you?
                                                  •   Have students interview partners to obtain
                                                      information such as name, age, likes, and
                                                      dislikes. Students then introduce their partners
                                                      to the class, using the following format:
                                                      This is my friend. His/her name is ________.
                                                      He/she lives ________. He/she likes ________.
                                                      He/she doesn’t like ________.
                                                      His/her favourite clothing is ________.
                                                      His/her favourite pastime is ________.
                                                  •   As a class or in partners, have students create
                                                      and demonstrate gestures to represent a need or
                                                      a want, e.g., I need a pencil (gesture could be
                                                      writing on hand), I don’t understand (gesture
                                                      with hands). Provide students with
                                                      opportunities to use expressions of wants or
                                                      needs, for example, students could draw
                                                      pictures of five things they need for school and
                                                      label them.
                                                  •   Open the day with Calendar Time in [Target
                                                      Language]. Present seasonal poems, celebrate
                                                      birthdays, and ask students to respond to
                                                      questions on the date, time, season, weather,
                                                      temperature, and how they are feeling (e.g.,
                                                      What is the date? What time is it? What is the
                                                      temperature?)
[Target Language] 5 to 12 • Master                                                                   2
GRADE 5 • Communicating

SUGGESTED ASSESSMENT STRATEGIES                        RECOMMENDED LEARNING RESOURCES

At this level, students often feel awkward             The learning resources listed here are especially
attempting to communicate in a new language.           useful for this organizer. See Appendix B for a
In a supportive environment, they can begin to         complete annotated list of resources, including
feel more comfortable and gain satisfaction from       others that might apply to this organizer.
exploring and demonstrating their new skills.
Assessment should encourage risk-taking and            (Please list resources in this section. You may wish
participation, rather than emphasize                   to use the appropriate icons provided to denote
correctness.                                           media type).

• As students engage in communication activities,
  observe and note the extent to which they:
  - listen actively to follow instructions
  - choose the appropriate expression from those
      they have practised
  - approximate [Target Language]
      pronunciation
  - take risks to speak in [Target Language]
  - experiment with sounds and words
  - participate willingly in classroom activities in
      [Target Language]
  - support and encourage each other
• After students have been introduced to new
  vocabulary and structures, note the extent to
  which they comprehend the spoken word by
  accurately representing it through models,
  illustrations, and actions.
• When students create pictures or posters, assess
  the extent to which they:
  - reproduce key vocabulary accurately
  - include supporting details in the form of
      illustrations, graphics, photos, or symbols




[Target Language] 5 to 12 • Master                                                                         3
GRADE 5 • Acquiring Information

PRESCRIBED LEARNING OUTCOMES                        SUGGESTED INSTRUCTIONAL STRATEGIES

It is expected that students will:                  Students at this level already use a variety of
• identify selected information from [Target        strategies for accessing information in their own
     Language] resources to complete meaningful     languages. By identifying these strategies, they
     tasks                                          can use them more effectively in [Target
• express acquired information in oral and visual   Language] and become more confident when
     forms                                          working with [Target Language] materials.

                                                    • After introducing food vocabulary in [Target
                                                      Language], ask students to look at a simple
                                                      [Target Language] menu and draw and label
                                                      some of the dishes. Invite students to
                                                      participate in a survey to determine which of
                                                      the dishes most class members would enjoy.
                                                    • Have students use a [Target Language]
                                                      student’s timetable (shown on the Internet) or
                                                      give them a sample timetable in [Target
                                                      Language] to extract information about the
                                                      student’s school day. Ask each student to
                                                      prepare their timetable in [Target Language],
                                                      noting subjects and teacher(s). Students could
                                                      display their timetables on a bulletin board.
                                                    • Provide students with a selection of greeting
                                                      cards for a chosen celebration (e.g., birthday,
                                                      special occasion). Have students identify
                                                      common [Target Language] expressions and
                                                      use them to create cards for classmates, perhaps
                                                      on a card-making web site.
                                                    • Play a [Target Language] song to the class.
                                                      Have students illustrate key words in the song.
                                                      Students could then create posters based on the
                                                      song.




[Target Language] 5 to 12 • Master                                                                   4
GRADE 5 • Acquiring Information

SUGGESTED ASSESSMENT STRATEGIES                        RECOMMENDED LEARNING RESOURCES

Assessment of the prescribed learning outcomes         The learning resources listed here are especially
for this organizer focuses on students’ ability to     useful for this organizer. See Appendix B for a
acquire the information they need to perform           complete annotated list of resources, including
the assigned tasks. Tasks should be designed to        others that might apply to this organizer.
allow students to represent the information they
have acquired without necessarily using spoken         (Please list resources in this section. You may wish
or written language.                                   to use the appropriate icons provided to denote
                                                       media type).
 • As students work with [Target Language]
   materials (e.g., menus and school timetables)
   and gather information such as food
   preferences, look for evidence that they are
   able to:
   - recognize key information and cognates
   - understand words and phrases that are
      repeated frequently in the same context
   - anticipate familiar or repeated patterns
   - recognize and make generalizations about
      [Target Language] spelling patterns and
      word endings
   - use pictures to make predictions about the
      language
 • When students use visual representation to
   reflect their comprehension, assess the extent to
   which they:
   - recognize words or identify key information
   - use strategies for discovering the meaning
      of unfamiliar words
   - actively listen
 • To assess students’ greeting cards, consider the
   extent to which they:
   - visually convey the message
   - use appropriate expressions
   - provide complete information




[Target Language] 5 to 12 • Master                                                                         5
GRADE 5 • Experiencing Creative Works

PRESCRIBED LEARNING OUTCOMES               SUGGESTED INSTRUCTIONAL STRATEGIES

It is expected that students will:         In the first years of language study, students’
• respond to creative works from [Target   exposure to songs, rhymes, and picture books
     Language] culture                     provides a source of original [Target Language]
                                           which is simple and repetitive, yet rewarding
                                           and stimulating. Student responses typically
                                           involve very little language—students may be
                                           asked to draw, mime, move to music, or sing the
                                           chorus of songs.

                                           • Students listen to a song or story from the
                                             [Target Language] world. Once students have
                                             learned the meaning of the words, they create
                                             actions to go along with the words. Students
                                             may also use musical instruments to accompany
                                             the rhythm of the song.
                                           • Students work in groups to illustrate a poem,
                                             nursery rhyme, song, or short story the class has
                                             learned. Using large paper, each group copies
                                             and illustrates a line of the work. The pages can
                                             be compiled in a class anthology and added to
                                             the class resource library.
                                           • Show students one or more episodes of a
                                             children’s TV program or video in [Target
                                             Language]. Students can make puppets of their
                                             favourite characters and use them in vignettes.
                                           • Play a recorded song from a [Target Language]
                                             region. Have students identify as much
                                             vocabulary as possible and brainstorm in order
                                             to determine meaning. Once the meaning is
                                             determined, replay the song and have students
                                             learn to sing it. Draw students’ attention to
                                             [Target Language] pronunciation and intonation.
                                           • Present a demonstration or video of typical
                                             dances from [Target Language] culture. Invite
                                             students in small groups to choose a dance and
                                             learn a few basic steps. Groups present their
                                             steps to the rest of the class.




[Target Language] 5 to 12 • Master                                                           6
GRADE 5 • Experiencing Creative Works

SUGGESTED ASSESSMENT STRATEGIES                       RECOMMENDED LEARNING RESOURCES

Student assessment at this level focuses on           The learning resources listed here are especially
participation and response. As students become        useful for this organizer. See Appendix B for a
familiar with a particular work and with that         complete annotated list of resources, including
genre of creative works, they respond with            others that might apply to this organizer.
increased confidence and pleasure. Response
activities at this level involve representations      (Please list resources in this section. You may wish
with minimal linguistic demands. Criteria for         to use the appropriate icons provided to denote
assessment emphasize participation and                media type).
engagement with the culture and creative
processes, as well as risk-taking with the
language.

•   As students learn [Target Language] songs
    or stories, or present examples of [Target
    Language] dances, look for evidence that
    they are:
    - taking risks to sing in [Target Language] or
         dance in [Target Language] styles
    - curious about the meanings of the songs or
         dances
    - trying to match their interpretations
         (gestures and expressions) to the meanings
         or moods
    - attentive and responsive to other students’
         interpretations
    - willing to extend or repeat the activity
         (e.g., adding props to their performances
         and voluntarily using the lyrics or dance
         steps in subsequent activities)
•   When groups of students illustrate a creative
    work, note the extent of their:
    - group communication skills
    - engagement in the task
    - interest in and enthusiasm for the original
         work
    - interest in their classmates’ illustrations
    - ability to capture the meaning of the
         original work
•   After students have created their puppet
    characters, note the extent to which they:
    - are able to use the puppets to communicate
         effectively
    - show respect for the work of their
         classmates




[Target Language] 5 to 12 • Master                                                                        7
GRADE 5 • Understanding Cultural Influences

PRESCRIBED LEARNING OUTCOMES                       SUGGESTED INSTRUCTIONAL STRATEGIES

It is expected that students will:                 It is important to establish an atmosphere of
• identify elements of their own and classmates’   mutual respect in the classroom to encourage
    cultural backgrounds                           students to share backgrounds and traditions.
• demonstrate an awareness of [Target Language]    The focus should be on students’ participation
    culture in British Columbia                    in identifying [Target Language] countries or
                                                   regions in the world and their growing
                                                   awareness of [Target Language] culture in
                                                   British Columbia.

                                                   • Assist students in developing an understanding
                                                     of their cultural backgrounds, including the
                                                     special foods they eat, special celebrations, and
                                                     culturally significant objects relating to their
                                                     heritage. Students might then organize displays
                                                     to introduce their classmates to their culture.
                                                     Displays could include samples or
                                                     demonstrations, personal objects, brief
                                                     explanations of special traditions, photos, or
                                                     geographic details.
                                                   • Provide historical background information about
                                                     the [Target Language] presence in British
                                                     Columbia. Ask students in small groups to use
                                                     atlases to find and record [Target Language]
                                                     place names in the province. This information
                                                     could be used as a starting point for further
                                                     research on [Target Language] culture in BC.
                                                     Using their newly acquired knowledge, students
                                                     create a board game and make up questions and
                                                     answers (in English or [Target Language]) to
                                                     challenge their classmates’ knowledge.
                                                   • After the class has learned about a variety of
                                                     [Target Language] holidays, have students
                                                     choose ways of demonstrating their knowledge,
                                                     for example:
                                                     - create holiday calendars with each square
                                                         showing a custom associated with the holiday
                                                     - make greeting cards, design banners, or
                                                         create other decorations
                                                     - make posters advertising activities associated
                                                         with a holiday
                                                      - collaborate to make a mural or display
                                                   • Have students create collages or murals that
                                                     represent what they know and have learned
                                                     about [Target Language] culture. Their collages
                                                     or murals will be mostly visual but may include
                                                     appropriate words from [Target Language].
                                                     Students may add to their artwork over a period
                                                     of time as they learn more about the culture.



[Target Language] 5 to 12 • Master                                                                   8
GRADE 5 • Understanding Cultural Influences

SUGGESTED ASSESSMENT STRATEGIES                       RECOMMENDED LEARNING RESOURCES

Assessment at this level focuses on students’         The learning resources listed here are especially
participation in cultural activities and their        useful for this organizer. See Appendix B for a
increasing awareness of [Target Language]             complete annotated list of resources, including
culture. Much of their awareness will be              others that might apply to this organizer.
demonstrated in graphic and visual formats,
with some commentary in English.                      (Please list resources in this section. You may wish
                                                      to use the appropriate icons provided to denote
• When students present their displays, note the      media type).
  extent to which they:
  - include key features from their own
     backgrounds
  - attempt to engage their classmates’ interest
  - respond to questions by elaborating or
     clarifying information
  - ask questions to extend their understanding
  - listen attentively
  - support and encourage one another
• After students have researched [Target
  Language] place names and [Target Language]
  culture in BC, ask them to respond to prompts
  such as:
  - The most important thing I learned was
     _____________ .
  - I was surprised that _____________ .
  - I would like to learn more about
     _____________ .
• To assess creative activities such as posters,
  murals, collages, or greeting cards, consider the
  extent to which students:
  - convey meaning in [Target Language] by
     combining pictures, words, and actions
  - present key words in [Target Language]




[Target Language] 5 to 12 • Master                                                                        9
GRADE 6 • Communicating

PRESCRIBED LEARNING OUTCOMES                       SUGGESTED INSTRUCTIONAL STRATEGIES

It is expected that students will:                 The emphasis at this level is on continuing to
• make and respond to simple requests              help students develop positive attitudes to
• present information about themselves and         learning and using [Target Language]. Students
     others                                        may feel successful using the [Target Language]
• use greetings and expressions of politeness      they learned in Grade 5, but need the challenge
• identify formal and informal forms of address    of new topics and new situations. Interactions
• express preferences and interests                with partners and small groups are more
• participate in known and predictable classroom   frequent. Pre-framed models continue to help
     situations                                    students express their ideas.

                                                   • Using pre-framed models, have students role-
                                                     play using greetings and expressions of
                                                     politeness. As an extension, create a written
                                                     dialogue similar to their role-play format.
                                                     Separate the dialogue into individual sentences
                                                     (i.e., cut sentences into strips or write on
                                                     separate index cards). Have students reconstruct
                                                     the dialogue and present it to the class.
                                                   • Ask students to complete a questionnaire related
                                                     to their preferences and interests. For example:
                                                            What do you prefer?        Answer:
                                                     1. chocolate or strawberry ice cream ________
                                                     2. swimming or playing football            ________
                                                     3. singing or dancing                      ________
                                                     4. oranges or apples                       ________
                                                     As a follow-up, ask students to work in small
                                                     groups to create surveys or posters representing
                                                     their preferences and interests.
                                                   • Play Go Fish! Using index cards or slips of
                                                     paper, each student creates ten pairs of
                                                     illustrated and labelled vocabulary cards (or the
                                                     teacher can generate the cards). With a partner,
                                                     they combine and shuffle both decks, drawing
                                                     five cards each. Students take turns asking their
                                                     partner, for example, Do you have a bicycle?
                                                     The partner either hands over the card, saying
                                                     Yes, I have a bicycle, or says Go fish, and the
                                                     student who asked draws a card from the deck.
                                                     When students get a pair, they lay the two cards
                                                     on the table. The game continues until one
                                                     player runs out of cards.
                                                   • Provide opportunities for students to follow and
                                                     lead routine classroom activities (e.g., Calendar
                                                     Time, star of the week).




[Target Language] 5 to 12 • Master                                                                    10
GRADE 6 • Communicating

SUGGESTED ASSESSMENT STRATEGIES                        RECOMMENDED LEARNING RESOURCES

Assessment activities at this level should support     The learning resources listed here are especially
students as they develop comfort and confidence        useful for this organizer. See Appendix B for a
in their emerging language skills. Students’           complete annotated list of resources, including
enjoyment of language learning is a continuing         others that might apply to this organizer.
priority. Students are expected to take risks and
personalize their experiences, attempting to use       (Please list resources in this section. You may wish
previously learned structures. Assessment              to use the appropriate icons provided to denote
focuses on students’ participation in speaking,        media type).
listening, and viewing activities. Students
demonstrate their learning orally and through
visual representations.

•   To assess students’ abilities in a role play,
    game, or other oral interaction, note the extent
    to which they are able to:
    - use structures and vocabulary they have
        practised
    - reproduce or approximate pronunciation of
        the more familiar words they use
    - use appropriate intonation or emphasis
    - smoothly say phrases they have practised,
        pausing after phrases or groups of words
    - recognize the difference between formal
        and informal forms of address
•   To assess students’ abilities in classroom oral
    activities such as surveys or card games, bring
    the class together to talk about how effectively
    they were able to use familiar structures and
    vocabulary in a new situation:
    - Which parts of the activity went well?
    - Did they obtain the information they
        wanted?
    - Which questions were most difficult to
        ask? Why?
    - How did they help others get the
        information they wanted? How did others
        help them?
    - What did they notice about their use of
        [Target Language]?




[Target Language] 5 to 12 • Master                                                                         11
GRADE 6 • Acquiring Information

PRESCRIBED LEARNING OUTCOMES                        SUGGESTED INSTRUCTIONAL STRATEGIES

It is expected that students will:                  At this level, students’ ability to use [Target
• extract selected information from [Target         Language] is minimal, but their ability to access
     Language] resources to complete meaningful     information in their own language and display it
     tasks                                          visually is already quite developed. As students
• express acquired information in oral and visual   apply strategies such as predicting, connecting,
     forms                                          and guessing from clues, they experience success
                                                    and develop confidence in working with [Target
                                                    Language] materials.

                                                    •   Have students look at a selection of age-
                                                        appropriate [Target Language] resources (e.g.,
                                                        magazine articles, videos, the Internet). Ask
                                                        students in groups to select a topic (e.g.,
                                                        fashion, sports, music) and create and present a
                                                        visual display (e.g., chart, collage, poster,
                                                        brochure, mobile) based on their research.
                                                    •   Have a [Target Language] guest (or student)
                                                        demonstrate putting together a [Target
                                                        Language] dish. Provide students with a task
                                                        sheet on which the steps are written in the
                                                        incorrect order. Students number the steps in
                                                        the correct order and match pictures of the
                                                        ingredients to their [Target Language] names.
                                                        Students then make a food collage with paper
                                                        ingredients and give a commentary.
                                                    •   Have students view several [Target Language]
                                                        advertisements or commercials aimed at
                                                        children (from TV, Internet, magazine, or video
                                                        resources). Ask them to note information about
                                                        the names of products, types of product, and if
                                                        they would purchase these products or not. For
                                                        each commercial, ask students to identify
                                                        [Target Language] words or expressions they
                                                        recognize. Then have students create an ad or
                                                        commercial for their favourite product.




[Target Language] 5 to 12 • Master                                                                   12
GRADE 6 • Acquiring Information

SUGGESTED ASSESSMENT STRATEGIES                        RECOMMENDED LEARNING RESOURCES

Students at this level may not be able to provide      The learning resources listed here are especially
detailed explanations of the information they          useful for this organizer. See Appendix B for a
acquire. Assessment focuses on their ability to        complete annotated list of resources, including
discover and use key ideas and overall                 others that might apply to this organizer.
impressions, along with selected details.
Assessment tasks should allow students to              (Please list resources in this section. You may wish
represent their understanding in ways that             to use the appropriate icons provided to denote
require minimal use of language.                       media type).

•   As students work with age-appropriate
    resources such as magazine articles, videos, the
    Internet, or advertisements, note and encourage
    their attempts to use cues and strategies to
    anticipate and confirm meaning, such as:
    - context (including purpose and form of the
         material)
    - visual cues and text features
    - cognates
    - knowledge about familiar words and
         patterns to make inferences about new
         vocabulary
•   To assess students’ understanding of key
    information in a cooking demonstration, look
    for their:
    - recognition of vocabulary related to
         ingredients, utensils, and cooking
         instructions
    - reproduction of some [Target Language]
         vocabulary in understandable form
    - correct sequencing of steps in the cooking
         process
•   When students collect information from
    [Target Language] materials and commercials
    and represent it visually or orally through ads
    or collages or by classifying information, note
    the extent to which they are able to:
    - identify key topics
    - recognize familiar vocabulary
    - tolerate ambiguity and persevere with a
         task even though they do not understand
         the entire piece
    - recognize the purpose or point of view
    - include relevant and accurate details
    - participate in the discussion




[Target Language] 5 to 12 • Master                                                                         13
GRADE 6 • Experiencing Creative Works

PRESCRIBED LEARNING OUTCOMES               SUGGESTED INSTRUCTIONAL STRATEGIES

It is expected that students will:         By providing students with opportunities to
• respond to creative works from [Target   experience creative works, teachers can
     Language] culture                     encourage them to enjoy the language in all its
                                           forms. Creative works at this level might include
                                           a catchy song, a rhyming poem, or a big-book
                                           story. Students’ comprehension of the work and
                                           their responses to it will rely heavily on visual
                                           and contextual support.

                                           •   Show students an animated video or a simple
                                               picture book and have them respond by
                                               recreating a favourite scene through role play
                                               or a mime for other students to guess. Students
                                               could create publicity posters or use art media
                                               to reproduce or expand scenes.
                                           •   Over a period of time, have students view
                                               [Target Language] visual works such as
                                               paintings, photos, carvings, and sculpture
                                               (originals, in a book, from slides, or on the
                                               Internet). For each piece of work, students
                                               record the artist and title of the work and
                                               provide a personal comment in their journal or
                                               Learning Log.
                                           •   After students hear or view a simple story, have
                                               them select an event, image, or character to
                                               represent visually (e.g., in a drawing, collage,
                                               or computer graphic). Students present their
                                               illustration, make three comments about it, and
                                               respond to questions from their classmates.
                                           •   While students listen to a contemporary song,
                                               have them find cognates and familiar words to
                                               predict the possible content or theme of the
                                               song. Point out key words to assist
                                               understanding of general meaning. Student
                                               groups could choreograph a dance to
                                               accompany the song, mime the meaning as the
                                               song plays, or lip-sync with it.
                                           •   Over the course of the year, introduce students
                                               to a variety of simple poems, nonsense rhymes,
                                               or tongue twisters in [Target Language]. As
                                               students become familiar with these works,
                                               they can use them as prompts for various
                                               activities or simply to explore the language.




[Target Language] 5 to 12 • Master                                                          14
GRADE 6 • Experiencing Creative Works

SUGGESTED ASSESSMENT STRATEGIES                       RECOMMENDED LEARNING RESOURCES

Students demonstrate their interest and               The learning resources listed here are especially
engagement in creative works through their            useful for this organizer. See Appendix B for a
participation, enthusiasm, and attentiveness. As      complete annotated list of resources, including
they explore an increasing variety of genres,         others that might apply to this organizer.
they begin to make generalizations about what
they see and hear, and connect their experiences      (Please list resources in this section. You may wish
of [Target Language] creative works to those of       to use the appropriate icons provided to denote
other countries or regions.                           media type).

•   In role-play activities, look for evidence that
    students:
    - participate willingly
    - convey meaning
    - use familiar and appropriate vocabulary
        and phrases
    - interpret the scenes correctly
•   After students view visual works, consider the
    extent to which they:
    - recognize key themes
    - offer personal responses
    - correctly identify artists and titles
•   When students present their illustrations and
    respond to questions, look for:
    - interest and engagement in the task
    - personal connection to the image selected
    - attempts to engage others in the selected
        scene, character, or idea
•   When students perform their interpretation of a
    song, look for evidence that they:
    - participate willingly
    - understand the content
    - try to interpret the mood of the song
•   To assess students’ comprehension as they are
    retelling a story, look for evidence that they:
    - understand the story
    - recognize cognates
    - use visual aids to derive meaning
    - are willing to offer personal responses
    - are beginning to make generalizations




[Target Language] 5 to 12 • Master                                                                        15
GRADE 6 • Understanding Cultural Influences

PRESCRIBED LEARNING OUTCOMES                            SUGGESTED INSTRUCTIONAL STRATEGIES

It is expected that students will:                      Because students at this grade level will be asked
• identify selected characteristics of [Target          to share aspects of their cultural backgrounds, it
     Language] culture                                  is important to establish an atmosphere of trust
• identify elements of [Target Language]                in the classroom. When discussing similarities
     culture(s) that are similar to or different from   and differences, avoid stereotyping. Instead,
     their own                                          emphasize the ways in which diversity enriches
                                                        the classroom experience and brings life to the
                                                        study of [Target Language].

                                                        • Ask students to brainstorm a list of special
                                                          events celebrated by their families. Have each
                                                          student choose an important family celebration
                                                          and create a poster representing it. Students then
                                                          present their celebrations to the class, using their
                                                          posters as prompts, and the class completes a
                                                          Celebrations of Our Class chart. Headings might
                                                          include: Name, Special Occasion, Date, and
                                                          Interesting Features. Students could discuss
                                                          similarities between the celebrations presented
                                                          and those of the [Target Language] world.
                                                        • Provide students with, or have them find, recipes
                                                          of [Target Language] dishes written in both
                                                          English and [Target Language]. Students form
                                                          groups of three or four and try out their favourite
                                                          [Target Language] recipe at school or home,
                                                          using the English version as a reference when
                                                          necessary.
                                                        • Have an ongoing letter or e-mail exchange with
                                                          a [Target Language] class. Students ask the
                                                          corresponding class throughout the year to
                                                          respond to group surveys to determine
                                                          preferences in sports, music, food, pastimes, and
                                                          other interests. Collect or read letters before they
                                                          are sent.
                                                        • Discuss a cause that is important in the local
                                                          [Target Language] community. Invite students
                                                          to hold a flea market or garage sale to raise
                                                          funds for the cause. Students could make posters
                                                          advertising the sale and describing why they are
                                                          fundraising. Have students collect objects to sell,
                                                          write descriptions of them, and price them. If
                                                          appropriate, change prices to [Target Language]
                                                          currency and set up an exchange booth.




[Target Language] 5 to 12 • Master                                                                         16
GRADE 6 • Understanding Cultural Influences
SUGGESTED ASSESSMENT STRATEGIES                        RECOMMENDED LEARNING RESOURCES

As students talk and write about their own             The learning resources listed here are especially
cultural experiences and engage in classroom           useful for this organizer. See Appendix B for a
cultural activities, they reveal the extent of their   complete annotated list of resources, including
openness and interest through their                    others that might apply to this organizer.
participation and the questions they ask.
Students’ attitudes play a key role in their           (Please list resources in this section. You may wish
development of cultural understanding.                 to use the appropriate icons provided to denote
• As students present their special events or          media type).
    celebrations, note the extent to which they:
    - include all required information
    - show interest in the celebrations of various
        cultures
    - have researched the topic
    - use visual prompts
• As students look for recipes and then create a
    [Target Language] dish, note the extent to
    which they:
    - attempt to use the [Target Language]
        version of the recipe unless they cannot
        proceed
    - recognize specific [Target Language]
        ingredients
    - are willing to try new dishes and
        experiment with food
• As students discuss cultural events and
    customs, observe and note evidence of their
    interest and understanding. For example, to
    what extent do students:
    - ask questions of each other
    - volunteer information about their own
        families and communities
    - speculate about reasons for particular
        customs or behaviours
    - offer to find out the answers to questions
    - volunteer information they have discovered
        about other cultures
• As students exchange letters, note the extent to
    which they:
    - identify preferences that are similar to and
        different from their own
    - provide requested information
    - complete the task
• As students take part in the fundraising
    activity, look for evidence of:
    - active participation
    - understanding of why the cause is
        important in the [Target Language]
        community
    - ability to express costs in [Target
        Language] money
-   cooperation with others
[Target Language] 5 to 12 • Master                                                                         17
GRADE 7 • Communicating

PRESCRIBED LEARNING OUTCOMES                         SUGGESTED INSTRUCTIONAL STRATEGIES

It is expected that students will:                   At this level, students are working with some
• ask for and give simple information                memorized language and can begin to connect
• exchange information about themselves              ideas to form complete messages or short
• recognize and use formal and informal forms of     interactions. They use writing for reference
     address                                         purposes and to develop their language skills,
• share information about activities and interests   although accuracy of written expression is not
• participate in classroom activities                evaluated in Grade 7.
• begin to derive meaning in new language
     situations                                      •   Pin a card with the picture or name of a famous
                                                         person, cartoon figure, or other character on the
                                                         back of each student. Students must ask each
                                                         other questions in order to determine the name
                                                         of the person on their card. For example: Am I
                                                         a man or woman? Am I old or young?
                                                     •   Ask students in pairs to role-play making
                                                         arrangements for meetings with friends. Have
                                                         partners ask each other questions to elicit
                                                         information regarding times, places, and dates.
                                                             When _____________ ?
                                                             At what time _____________ ?
                                                             Where _____________ ?
                                                         As an extension, students can work in pairs to
                                                         create invitations to a [Target Language]
                                                         celebration or other special event, incorporating
                                                         the information they practised in the role-play.
                                                         Ask students to use the appropriate form of
                                                         address depending on who the invitation is for.
                                                     •   On a map of the school, a [Target Language]
                                                         town, or a city centre, place map flags or
                                                         stickers identifying important locations (e.g.,
                                                         gymnasium, office, swimming pool, market,
                                                         bus station, bakery, bank). Have students take
                                                         turns being the tour guide giving directions to
                                                         get from one point to another.
                                                     •   Encourage students to keep an ongoing record
                                                         of useful phrases and survival expressions such
                                                         as:
                                                         - Could you lend me a pencil?
                                                         - I don’t understand.
                                                         - Please repeat that.
                                                         Students could record everyday phrases on cue
                                                         cards and attach them with a clip ring. They can
                                                         easily add cue cards throughout the year as they
                                                         acquire more vocabulary and expressions.




[Target Language] 5 to 12 • Master                                                                     18
GRADE 7 • Communicating

SUGGESTED ASSESSMENT STRATEGIES                       RECOMMENDED LEARNING RESOURCES

At this level, students begin to engage in more       The learning resources listed here are especially
complex interactions that build on the                useful for this organizer. See Appendix B for a
frequently used expressions and language they         complete annotated list of resources, including
have acquired. When assessing student                 others that might apply to this organizer.
development, consider both the extent of their
participation and their level of comprehension        (Please list resources in this section. You may wish
and understanding.                                    to use the appropriate icons provided to denote
• As students try to determine the names on the       media type).
    cards, note the extent to which they:
    - participate in the activity
    - formulate questions
    - respond to questions
    - take risks to speak [Target Language]
    - experiment with new vocabulary and
         structures
    - approximate [Target Language]
         pronunciation
    - support and encourage each other to
         complete messages
• Observe role-playing activities for evidence
    that students are increasingly able to:
    - make themselves understood in [Target
         Language]
    - use learned patterns and vocabulary
    - take risks to add details or use unfamiliar
         language
    - use strategies such as non-verbal
         communication and visual props to support
         their messages
    - recognize and respond to familiar words
         and patterns
• At the end of each class, have students use
    checklists to rate their performance on aspects
    of their daily oral communication. Items might
    include:
    - I volunteered questions and information.
    - I practised new vocabulary and patterns.
    - I talked only in [Target Language].
    - I tried to correct my own mistakes.
    - I supported and encouraged others.
• When students keep a record of useful phrases
    and survival expressions, review the list for
    evidence that they:
    - add to the list
    - refer to the list when required




[Target Language] 5 to 12 • Master                                                                        19
GRADE 7 • Acquiring Information

PRESCRIBED LEARNING OUTCOMES                       SUGGESTED INSTRUCTIONAL STRATEGIES

It is expected that students will:                 By now, many students are ready to use age-
• extract and retrieve selected information from   appropriate material to acquire more detailed
     [Target Language] resources to complete       and specific information. Their growing
     meaningful tasks                              communicative skills permit them to begin to
• express acquired information in oral, visual,    transfer and substitute language in the resources
     and simple written forms                      to suit their own purposes. Their growing
                                                   [Target Language] listening skills permit them
                                                   to recognize known vocabulary in its written
                                                   form and attempt to pronounce unfamiliar
                                                   words that follow regular spelling patterns. The
                                                   use of a [Target Language]-English dictionary
                                                   or a glossary helps students explore written
                                                   material more independently and in greater
                                                   depth.

                                                   •   Invite a guest who is fluent in [Target
                                                       Language] to give the class a short
                                                       presentation. For example, a firefighter might
                                                       discuss fire safety. Have students then prepare a
                                                       poster campaign for the school based on the
                                                       presentation (e.g., to raise fire-safety
                                                       awareness). Posters could display three
                                                       important rules learned from the presentation.
                                                   •   Have students select an article from a [Target
                                                       Language] magazine or newspaper and identify
                                                       at least five facts. Using the information they
                                                       have retrieved from the article, students prepare
                                                       and present a newscast to the class. Students
                                                       may use props (microphone, picture from
                                                       magazine, blazer) to make their presentation
                                                       more realistic and fun.
                                                   •   Work together with the class to select a theme
                                                       or topic to research. Collaboratively create a list
                                                       of questions that individual students will find
                                                       answers to. Students should use a variety of
                                                       [Target Language] resources, including print
                                                       material, the Internet, and community resource
                                                       people for their research. Students then present
                                                       their findings orally, supported by visuals.
                                                   •   Invite a high school [Target Language] student
                                                       to class to give a short presentation about high
                                                       school life. Students are to ask questions in
                                                       [Target Language]. Students then prepare a list
                                                       of three things they most look forward to about
                                                       going to high school.




[Target Language] 5 to 12 • Master                                                                     20
GRADE 7 • Acquiring Information

SUGGESTED ASSESSMENT STRATEGIES                        RECOMMENDED LEARNING RESOURCES

While many of the information tasks at this            The learning resources listed here are especially
level continue to rely on visual representations,      useful for this organizer. See Appendix B for a
students should also be expected to use some           complete annotated list of resources, including
basic, well-practised [Target Language]                others that might apply to this organizer.
vocabulary and language structures. Linguistic
requirements should be simple and require only         (Please list resources in this section. You may wish
a minimum of transfer or adaptation of                 to use the appropriate icons provided to denote
patterns. Assessment for this organizer                media type).
continues to emphasize the extent to which
students successfully find and use the
information required to complete specific tasks.

•   When students represent or report on
    information they have acquired, note the extent
    to which they are able to:
    - identify and recount the key ideas or
         impressions
    - include relevant and accurate detail
    - reproduce some of the [Target Language]
         words and patterns in an understandable
         form
    - organize and sequence their information
         appropriately (e.g., when giving
         instructions)
•   When students are working on assigned tasks,
    use a class list to note observations about the
    extent to which they:
    - approach tasks with confidence
    - persevere—try different approaches or
         strategies when having difficulty
    - tolerate ambiguity—use the information
         they understand without being frustrated
         by gaps in their knowledge
•   Provide or develop with students a list of
    criteria to be used for self- and teacher
    assessment when students are working with
    [Target Language] resources. For example:
    - recognizes familiar words in new contexts
    - uses cognates when appropriate to help
         acquire meaning
    - uses a thematic or bilingual dictionary
         appropriately (e.g., to confirm and locate
         the meanings of selected key words)
    - uses non-verbal clues (e.g., context,
         gesture, intonation, graphics, pictures) to
         support meaning
    - uses knowledge of common patterns to
         make predictions and inferences



[Target Language] 5 to 12 • Master                                                                         21
GRADE 7 • Experiencing Creative Works

PRESCRIBED LEARNING OUTCOMES               SUGGESTED INSTRUCTIONAL STRATEGIES

It is expected that students will:         Students at this level can recognize familiar
• respond to creative works from [Target   language in creative works and can sometimes
     Language] culture                     use their growing range of strategies to make
                                           educated guesses at the meaning of new
                                           expressions. Students will benefit by being given
                                           the opportunity to choose the way they respond
                                           to creative works, for example, painting, video,
                                           song, or dance.

                                           • Present students with examples of crafts from
                                             various [Target Language] regions or countries.
                                             Students choose one craft to make and present in
                                             a class art show, giving background information
                                             and explaining how the object relates to the
                                             culture.
                                           • Have students view a Grade 7-level [Target
                                             Language] video. After the video, students work
                                             in groups to create posters depicting the content.
                                             Posters can be displayed around the room.
                                           • Have students listen to songs in [Target
                                             Language]. As they listen and follow lyric
                                             sheets, they note repeated phrases, words, or
                                             rhythms. Groups then sing or practise lip-sync
                                             routines which they present to the class.
                                           • Invite students to view examples of sculpture or
                                             carving commemorating important people and
                                             events in [Target Language]. Then have them
                                             create their own sculpture or carving using
                                             appropriate [Target Language] symbols and
                                             images. Have students share their work first with
                                             a partner and then with the class, explaining
                                             what it represents or symbolizes.




[Target Language] 5 to 12 • Master                                                          22
GRADE 7 • Experiencing Creative Works

SUGGESTED ASSESSMENT STRATEGIES                         RECOMMENDED LEARNING RESOURCES

As students develop their knowledge of and              The learning resources listed here are especially
facility with [Target Language], they are able to       useful for this organizer. See Appendix B for a
experience and respond to an increasing range           complete annotated list of resources, including
of creative works, including those they seek out        others that might apply to this organizer.
themselves. Assessment information most often
comes from observing students’ participation            (Please list resources in this section. You may wish
and engagement, and reviewing their responses           to use the appropriate icons provided to denote
and reflections.                                        media type).

•   When evaluating students’ craft presentations,
    look for evidence of their:
    - inclusion of relevant and creative detail
    - willingness to engage in the task
    - willingness to take risks in presenting to
        the class
    - ability to give background information
    - cultural understanding
•   As students work in groups to create posters
    depicting the content of the video, note the
    extent to which they:
    - are willing to engage in the task
    - convey the theme or plot of the video
    - demonstrate effort
•   As students listen to and sing or lip-sync songs,
    note the extent to which they:
    - respond to the meaning as well as the
        sounds and rhythms
    - make connections with other music they
        have heard
    - are open and willing to engage in new
        experiences
•   Before students make their own carving or
    sculpture, work with them to develop criteria
    such as:
    - shows attention to detail of the sample
        carvings or sculptures
    - uses appropriate [Target Language]
        symbols and images in their work




[Target Language] 5 to 12 • Master                                                                          23
GRADE 7 • Understanding Cultural Influences

PRESCRIBED LEARNING OUTCOMES                       SUGGESTED INSTRUCTIONAL STRATEGIES

It is expected that students will:                 Students should have opportunities in class to
• identify and share family customs and routines   explore aspects of their family and community
• identify elements of [Target Language] culture   traditions in order to see the similarities that
     present in British Columbia and Canada        exist beneath surface differences. Students will
                                                   also continue to explore and experience, where
                                                   possible, aspects of the [Target Language]
                                                   world.

                                                   •   On a monthly basis, assign students in groups
                                                       to take turns maintaining a classroom bulletin
                                                       board that focuses on the [Target Language]
                                                       world, including British Columbia and Canada.
                                                       Suggest that groups display newspaper and
                                                       magazine articles they collect from home, the
                                                       Internet, or other sources. At the end of each
                                                       month, have the assigned group present a
                                                       synopsis of the posted items.
                                                   •   Have students exchange e-mail or letters with
                                                       elementary students in a [Target Language]
                                                       country or region. Students can write in English
                                                       and/or [Target Language]. Encourage students
                                                       to ask about topics such as food, clothing,
                                                       pastimes, traditions, and school schedules.
                                                       After exchanging letters, students prepare a
                                                       short presentation to the class comparing the
                                                       life of their new friend with their own.
                                                   •   Have students find out about the cuisine in a
                                                       [Target Language] country or region. Students
                                                       then choose a restaurant name and create a
                                                       menu including the specialties of that region.
                                                       Students could also prepare a shopping list of
                                                       the specific [Target Language] ingredients that
                                                       would be necessary to create each dish. As an
                                                       extension, have students role-play a scene at a
                                                       [Target Language] restaurant and order from
                                                       the menus they have created.
                                                   •   Invite the class or school to organize a
                                                       simulation of a major celebration common in
                                                       [Target Language] culture (e.g., special feasts,
                                                       Chinese New Year, Mardi Gras).
                                                   •   Over time, have students create a classroom
                                                       chart with examples of [Target Language]
                                                       cultural influences in British Columbia and
                                                       Canada.




[Target Language] 5 to 12 • Master                                                                  24
GRADE 7 • Understanding Cultural Influences

SUGGESTED ASSESSMENT STRATEGIES                       RECOMMENDED LEARNING RESOURCES

Students demonstrate their understanding of           The learning resources listed here are especially
cultural context through their participation in       useful for this organizer. See Appendix B for a
and response to a variety of activities. At this      complete annotated list of resources, including
level, students should demonstrate a growing          others that might apply to this organizer.
awareness of [Target Language] culture.
                                                      (Please list resources in this section. You may wish
•   Establish expectations and criteria for bulletin- to use the appropriate icons provided to denote
    board displays and synopses through discussion media type).
    with students. Criteria might include:
    - information comes from a variety of
        resources, including the Internet
    - display is logically organized
    - a variety of topics about [Target Language]
        culture are included
    - synopses are accurate, focus on key events,
        and include interesting details to engage
        students’ interest
•   As students reflect and report on their
    key/penpal presentations, note the extent to
    which they:
    - identify daily activities or routines
    - include relevant details about what they
        discover
    - notice key similarities and differences
        about the two cultures
    - represent information in a clear and
        organized fashion
•   When students prepare a menu and grocery list,
    look for evidence that they include:
    - a variety of dishes
    - the name of each dish or ingredient
    - the appropriate heading in the menu (e.g.,
        appetizer, main course, dessert)
•   When students make comparisons between
    their own culture and [Target Language]
    culture, note the extent to which they:
    - demonstrate sensitivity to and respect for
        cultural differences
    - recognize patterns and attempt
        explanations, but avoid stereotyping and
        overgeneralizing
    - distinguish between contemporary and
        traditional characteristics
    - notice similarities to and differences from
        other cultures




[Target Language] 5 to 12 • Master                                                                        25
GRADE 8 • Communicating

PRESCRIBED LEARNING OUTCOMES                        SUGGESTED INSTRUCTIONAL STRATEGIES

It is expected that students will:                  Grade 8 students use [Target Language] as a
• ask for and give information, permission, and     tool for communicating about everyday topics
     clarification                                  they enjoy talking about, such as themselves,
• seek information about activities and interests   their friends, and favourite activities. In order
• participate in familiar activities (real or       for students to experience success, they must be
     simulated)                                     provided with a safe environment for language
• recognize events as past, present, or future      risk-taking and multiple opportunities to
• derive meaning in new language situations         practise and develop the language in new and
                                                    interesting contexts and in different groupings—
                                                    pairs, small and large groups, and individually.

                                                    •   Provide students with a frame for a personal
                                                        letter they can adapt by adding their own
                                                        information. Suggest that in their letter they use
                                                        questions they have practised to ask
                                                        respondents for similar information. Have
                                                        students carefully check their written work and
                                                        consult with partners and the teacher before
                                                        sending their letters to an exchange class.
                                                    •   In groups (or as a class), have students create a
                                                        game show with real or imaginary contestants.
                                                        This show should use simple questions and
                                                        answers. For example, students could bring
                                                        objects from home or cut out pictures of objects
                                                        from magazines. Contestants would ask the
                                                        game host information about these objects
                                                        before they guess the price. Imaginary prizes
                                                        and theme music could add to the atmosphere.
                                                    •   Have students bring objects to class that are
                                                        representative of their interests and hobbies. In
                                                        small groups, they explain why the objects are
                                                        important. After students have finished, ask the
                                                        class to remember who brought each object.
                                                    •   Suggest that students work in pairs to role-play
                                                        telephone conversations in which they plan
                                                        weekend activities. Partners should find
                                                        activities both students would enjoy. Plans
                                                        could include where they will go, who will go
                                                        with them, when they will leave, and what they
                                                        will take along.




[Target Language] 5 to 12 • Master                                                                     26
GRADE 8 • Communicating

SUGGESTED ASSESSMENT STRATEGIES                         RECOMMENDED LEARNING RESOURCES

In Grade 8, writing is added to the group of            The learning resources listed here are especially
skills assessed. Writing is the easiest form of         useful for this organizer. See Appendix B for a
communication to assess because it can be               complete annotated list of resources, including
collected and analysed; however, it should not          others that might apply to this organizer.
be overemphasized at the expense of oral skills.
As students develop oral and written skills,            (Please list resources in this section. You may wish
errors are a natural and predictable part of            to use the appropriate icons provided to denote
language development, and provide valuable              media type).
information to both learner and teacher. When
students understand the role of errors, they are
able to make confident decisions about when to
take risks, and when to edit carefully for
accuracy.
• Assess students’ penpal letters before they are
    mailed, recording observations on removable
    notes or separate sheets. Criteria might include:
    - contains complete sentences that convey
         personal information
    - uses questions practised in class
    - shows evidence of self-correction
    - errors do not interfere seriously with the
         message
• Use a class list to record observations of
    students’ oral interactions as they engage in
    class and small-group tasks. Observing three to
    four students per period during oral activities
    will provide useful information for ongoing
    oral assessment. Alert students to the specific
    criteria or features that will be recorded.
    Possible criteria include noting the extent to
    which students:
    - volunteer useful questions and information
    - use and practise recently acquired
         vocabulary or structures
    - make their messages understandable and
         appropriate
    - support meaning with gestures, intonation,
         and body language
    - persevere in [Target Language] when they
         cannot understand or be understood at first
         (e.g., repeating, rephrasing, attempting to
         self-correct, using gestures)
    - take risks to include interesting information
         or language
    - support and encourage other students when
         they speak in and listen to [Target
         Language]




[Target Language] 5 to 12 • Master                                                                          27
GRADE 8 • Acquiring Information

PRESCRIBED LEARNING OUTCOMES                        SUGGESTED INSTRUCTIONAL STRATEGIES

It is expected that students will:                  Students at this level are generally interested in
• extract, retrieve, and process selected           acquiring information about things when there
     information from [Target Language] resources   is a meaningful reason for doing so. It is
     to complete meaningful tasks                   important to select interesting, age-appropriate
• express acquired information in oral, visual,     [Target Language] materials and keep the tasks
     and written forms                              fairly simple. Students need acquire only the
                                                    information required to complete the task
                                                    successfully. The format and context of the
                                                    information should be familiar to them (e.g.,
                                                    teen magazine survey, newspaper or television
                                                    ad, penpal letter, e-mail, web site).

                                                    •   Give students a [Target Language] map. Have
                                                        them choose a point of interest, then write a
                                                        note that gives directions to the destination.
                                                        Students form partners, exchange notes, and
                                                        follow the directions to reach the appropriate
                                                        destination.
                                                    •   Show students a video of a movie or play in
                                                        [Target Language]. Have them note key
                                                        information about characters, plot, and setting.
                                                        Using this information, partners role-play being
                                                        movie critics, describing the movie and
                                                        offering their critique of it. Students could also
                                                        prepare posters as backdrops for their “show.”
                                                    •   Have students listen to or view sports
                                                        highlights (TV/radio) in [Target Language] and
                                                        identify key information, creating illustrations
                                                        of the key players, the score, and expressions
                                                        used by players, fans, and commentators.
                                                    •   Invite students to research a [Target Language]
                                                        pop singer of their choice. Students note the
                                                        singer’s name, birthday, nationality, song titles,
                                                        and other interesting information. Students
                                                        pretend to be hosts at a music award show and
                                                        present their artists, along with a music clip, to
                                                        the class.




[Target Language] 5 to 12 • Master                                                                     28
GRADE 8 • Acquiring Information

SUGGESTED ASSESSMENT STRATEGIES                       RECOMMENDED LEARNING RESOURCES

In a communicative-experiential approach to           The learning resources listed here are especially
language learning, students acquire and use           useful for this organizer. See Appendix B for a
information to complete realistic tasks. The          complete annotated list of resources, including
purpose or task dictates what information is          others that might apply to this organizer.
needed; students demonstrate their skills and
strategies by how they use and present the            (Please list resources in this section. You may wish
information to complete the task. Assessment of       to use the appropriate icons provided to denote
these skills usually occurs in the context of an      media type).
integrated communication task where teachers
assess several curriculum organizers at the
same time.
• To assess students’ comprehension of
    directions, note the extent to which they:
    - offer complete, detailed information
    - use information that is accurate and
         appropriate
    - incorporate useful vocabulary, expressions,
         and language structures
    - are able to follow the directions presented
         in the note
• When students are engaged in role-plays, note
    the extent to which they:
    - remain actively engaged in the interaction
    - use appropriate vocabulary related to the
         theme
    - communicate in complete sentences
    - attempt to use approximate pronunciation
         and intonation
    - attempt to support each other
• Work with students to develop criteria for
    assessing their work with audio or video
    resources. For example, they might be expected
    to recognize and convey:
    - topics or purposes
    - overall moods or feelings of actors or
         commentators (e.g., neutral, disappointed,
         excited)
    - names of some of the people involved
    - locations
    - key events or information
    - outcomes or conclusions
    - some new vocabulary they want to learn
• As students present their music artist, look for
    evidence that they:
    - use a variety of research sources
    - note appropriate biographical information
    - present information in understandable
         [Target Language]
    - take risks with language use


[Target Language] 5 to 12 • Master                                                                        29
GRADE 8 • Experiencing Creative Works

PRESCRIBED LEARNING OUTCOMES                 SUGGESTED INSTRUCTIONAL STRATEGIES

It is expected that students will:           At this age, students develop a strong interest in
• respond to authentic creative works from   popular culture in the form of music videos,
     [Target Language] culture               popular music, and films. They benefit from
                                             opportunities to experience works by [Target
                                             Language] artists and actors (perhaps in video
                                             clips or on web sites). They enjoy using their
                                             growing language skills in activities that involve
                                             personal choice, such as selecting and discussing
                                             their favourites with classmates.

                                             •   After hearing a [Target Language] song or
                                                 viewing a video, have students create CD
                                                 covers or video cases to promote it.
                                             •   Have students listen to a song, following the
                                                 lyrics and noting cognates and familiar words.
                                                 Together they try to determine the meaning and
                                                 respond to the song by writing and illustrating
                                                 their favourite lines or verses.
                                             •   Invite students to examine magazine fashion
                                                 displays and create collages with captions to
                                                 depict ways that people in [Target Language]-
                                                 speaking areas dress for various kinds of
                                                 activities. They could also present a show of
                                                 clothing for various events and occasions and
                                                 include a simple commentary.
                                             •   Present a short [Target Language] story.
                                                 Students in groups listen for words they
                                                 recognize, for characters presented, and for
                                                 action that may be occurring. After groups pool
                                                 their findings, retell the story to confirm
                                                 predictions and clarify meaning.
                                             •   Have students keep a section of their notebooks
                                                 or journals for responding to creative works.
                                                 They might keep logs where they record and
                                                 comment on experiences with [Target
                                                 Language] creative works. Alternatively, they
                                                 might write summary reviews or reflections
                                                 looking back over the creative works they have
                                                 encountered during a term or semester,
                                                 identifying those that have had the greatest
                                                 impact or most closely reflect experiences they
                                                 have had in English or other languages. They
                                                 may also want to describe the ways in which
                                                 their responses or ideas have changed over
                                                 time.




[Target Language] 5 to 12 • Master                                                            30
GRADE 8 • Experiencing Creative Works

SUGGESTED ASSESSMENT STRATEGIES                      RECOMMENDED LEARNING RESOURCES

Assessment at this level should reflect students’    The learning resources listed here are especially
emerging ability to use [Target Language] to         useful for this organizer. See Appendix B for a
express their thoughts, feelings, and reactions to   complete annotated list of resources, including
creative works.                                      others that might apply to this organizer.

•   As students create CD covers or video cases,     (Please list resources in this section. You may wish
    note the extent to which they:                   to use the appropriate icons provided to denote
    - reflect their personal response                media type).
    - convey the visual image clearly
    - attempt to appeal to an audience
    - offer complete, detailed information
    - incorporate familiar and practised
        expressions, language structures, and
        vocabulary
    - model aspects of [Target Language] from
        CDs or videos
•   When students view videos, listen to music or
    stories, and read magazines, assess their
    personal response by looking for evidence that
    they are:
    - open and willing to engage in the task
    - committed to their work
    - able to formulate personal responses in
        [Target Language]
    - willing to take risks in their responses and
        predictions
        Each task will also have its own specific
        criteria.
•   When checking students’ logs or portfolios,
    look for evidence that they:
    - offer a personal response to creative works
    - reflect on ways their ideas may have
        changed over time




[Target Language] 5 to 12 • Master                                                                       31
GRADE 8 • Understanding Cultural Influences

PRESCRIBED LEARNING OUTCOMES                      SUGGESTED INSTRUCTIONAL STRATEGIES

It is expected that students will:                By exploring the similarities and differences in
• identify and share school and community         activities and interests that exist in [Target
     traditions                                   Language] culture, students increase their
• discuss the activities and interests of young   understanding of their own culture.
     people in [Target Language] culture
                                                  •   Have students find examples of pastimes of
                                                      [Target Language] youth and compare these
                                                      activities with pastimes of youth in the school
                                                      or community. Students could present skits or
                                                      play charades showing the activities of [Target
                                                      Language] youth.
                                                  •   Have students in small groups research food
                                                      specialties of [Target Language] regions.
                                                      Students prepare one-page reports about the
                                                      food they researched, including country or
                                                      region of origin, climate, ingredients,
                                                      procedure, and occasion or time of day food is
                                                      eaten. They present their reports to the class. As
                                                      an extension, students could choose several
                                                      recipes to prepare and sample. Afterwards,
                                                      students could compare the [Target Language]
                                                      dishes to food they eat at home.
                                                  •   Divide the class into group A and group B.
                                                      Have each group learn a game played in the
                                                      [Target Language] world. Then form smaller
                                                      groups with two people from group A and two
                                                      from group B. Students in smaller groups teach
                                                      one another the games they have learned, using
                                                      as many [Target Language] expressions as
                                                      possible. Have students compare and contrast
                                                      the [Target Language] games to games they
                                                      have played at school or at home.




[Target Language] 5 to 12 • Master                                                                   32
GRADE 8 • Understanding Cultural Influences

SUGGESTED ASSESSMENT STRATEGIES                       RECOMMENDED LEARNING RESOURCES

At this level, students are encouraged to use         The learning resources listed here are especially
[Target Language] in cultural activities;             useful for this organizer. See Appendix B for a
however, assessment of this organizer focuses on      complete annotated list of resources, including
cultural outcomes and not on students’ facility       others that might apply to this organizer.
with oral or written language.
                                                      (Please list resources in this section. You may wish
•   As students present information about pastimes    to use the appropriate icons provided to denote
    of [Target Language] youth, look for evidence     media type).
    that they:
    - present accurate and detailed information
    - include interesting details
    - are developing increased understanding of
         and insight into the lives of [Target
         Language] youth
    - compare aspects of their own communities
         and cultures
•   When students take part in situations such as
    skits, note whether they:
    - understand cultural elements
    - are interested in and curious about cultural
         differences
    - are open and willing to engage in the task
•   To assess students’ oral and written reports on
    [Target Language] cuisine, look for evidence
    that they:
    - use accurate, appropriate, and complete
         information
    - show an interest in similarities and
         differences of [Target Language] cuisine
         and their own
    - attempt to appeal to an audience
    - incorporate necessary vocabulary and
         expressions
•   When students teach each other games they
    have learned, encourage them to use [Target
    Language] as much as possible. Establish
    criteria for group feedback such as:
    - demonstration is clear and easy to follow
    - language associated with the activity is
         used accurately
    - comparisons to familiar games or activities
         help to develop understanding
    - demonstration was successful; the other
         students learned the game




[Target Language] 5 to 12 • Master                                                                        33
GRADE 9 • Communicating

PRESCRIBED LEARNING OUTCOMES                       SUGGESTED INSTRUCTIONAL STRATEGIES

It is expected that students will:                 Students at this level need continued support to
• ask for and give assistance and detailed         develop the range of language necessary to
     information                                   communicate with each other. The focus of
• share opinions and preferences, giving reasons   learning is to convey and understand meaning
• describe and exchange information about          for practical purposes in situations that are
     activities, people, places, and things        relevant to Grade 9 students, such as ordering a
• communicate in present and future                meal or buying a gift.
• participate in selected, meaningful, real-life
     situations                                    •   Working in pairs, students role-play a situation
                                                       in which they are packing for a trip to a [Target
                                                       Language] country or region. Students find out
                                                       what the weather will be like and prepare a list
                                                       of clothing and accessories to take. Students
                                                       use the list to generate questions, for example,
                                                       Are you putting a sweater in the suitcase? The
                                                       partner responds negatively or affirmatively in
                                                       complete sentences.
                                                   •   Working in groups of four, students create a
                                                       photo album about the life of a fictitious person
                                                       or someone they know. Students find
                                                       photographs or draw illustrations, then make
                                                       captions for each event, including a brief
                                                       description of the event, date of the event, and
                                                       age of the person at that time. The photo album
                                                       should cover a 10-year span with at least 20
                                                       events.
                                                   •   Have students create a comic strip that depicts
                                                       where a character is going (e.g., auditorium,
                                                       library, park, mall). Students say what happens
                                                       to the character during the adventure and
                                                       describe how the character feels. Encourage
                                                       students to write a funny or surprising ending to
                                                       their story and use at least five frames.
                                                   •   In groups of three, have students plan the next
                                                       Summer (or Winter) Games. Students schedule
                                                       different sports throughout each day, naming
                                                       the countries or regions that are participating in
                                                       each event. Groups present one day of events to
                                                       the class. Students can say which country or
                                                       region they believe will win each event.
                                                   •   Have students create a conversation in which
                                                       they plan to meet somewhere. Students must
                                                       decide what time to meet and what they plan to
                                                       do while they are there. Ask students to
                                                       sequence the events using first, then, and
                                                       finally.




[Target Language] 5 to 12 • Master                                                                    34
GRADE 9 • Communicating

SUGGESTED ASSESSMENT STRATEGIES                       RECOMMENDED LEARNING RESOURCES

In Grade 9, assessment continues to focus on          The learning resources listed here are especially
communication of meaning, with an increasing          useful for this organizer. See Appendix B for a
focus on student interaction. Some of the             complete annotated list of resources, including
activities assessed involve spontaneous               others that might apply to this organizer.
communication, where the focus is on students’
strategies for expressing and understanding           (Please list resources in this section. You may wish
meaning. When students have had opportunities         to use the appropriate icons provided to denote
to practise and receive feedback before making        media type).
presentations, more attention can be paid to
accuracy than in their spontaneous interactions.

•   When students are engaged in role-plays, note
    the extent to which they:
    - remain actively engaged in the interaction
    - use appropriate vocabulary related to the
        theme
    - communicate in complete sentences
    - attempt to use approximate pronunciation
        and intonation
    - attempt to support each other
•   When students present a dialogue or
    conversation they have practised, look for
    evidence that they:
    - are easily understood by their peers
    - comprehend what is being said
    - use correct language and structure
    - use a variety of vocabulary and expressions
    - attempt to pronounce words accurately
    - sustain interaction with little or no
        hesitation
    - are able to ask for help in [Target
        Language]
•   When evaluating photo albums or comic strips,
    look for evidence that students:
    - are willing to explore meaning
    - use appropriate vocabulary
    - include a variety of images that are visually
        engaging
•   When evaluating a group project or
    presentation, look for evidence that students:
    - focus their attention on the task
    - are willing to share their ideas and support
        the ideas of others
    - contribute to the activity or presentation
    - ask for feedback
    - help others when the need arises
    - show initiative and demonstrate leadership




[Target Language] 5 to 12 • Master                                                                        35
GRADE 9 • Acquiring Information

PRESCRIBED LEARNING OUTCOMES                        SUGGESTED INSTRUCTIONAL STRATEGIES

It is expected that students will:                  At this level, students will be motivated to
• extract, retrieve, and process information from   acquire information from authentic materials
     [Target Language] resources to complete        when the purpose is practical and relevant to
     meaningful tasks                               their age, such as meeting a friend at a bus
• explain acquired information in oral, visual,     depot or choosing a fast-food restaurant.
     and written forms
                                                    •   Have students each choose an article from a
                                                        [Target Language] magazine and generate four
                                                        questions about the most interesting facts. Then
                                                        ask them to exchange their articles with
                                                        partners and answer one another’s questions.
                                                    •   Invite students to read several letters in youth
                                                        magazines, noting the topics discussed,
                                                        opinions given, and expressions used. Ask
                                                        them to write their own letters, either to the
                                                        magazines or penpals.
                                                    •   Have students each telephone a [Target
                                                        Language] business or organization in the
                                                        community to find out its hours of business.
                                                    •   After students examine several classified
                                                        advertisements in [Target Language]
                                                        newspapers, have them create an advertising
                                                        section for their classroom bulletin board.
                                                        Students prepare advertisements for real or
                                                        imagined objects and respond to them in
                                                        telephone role plays. When responding to the
                                                        ads, students should make appropriate
                                                        inquiries, such as details about the objects for
                                                        sale and when and where they can be viewed.
                                                    •   Have students look over a selection of [Target
                                                        Language] newspapers, then brainstorm ideas
                                                        for creating a class newspaper. Contents could
                                                        include sports, weather, film reviews,
                                                        advertisements, articles about school and
                                                        current events, photographs and graphics, and
                                                        so on. Students could form groups to work on
                                                        the various categories. Students can create the
                                                        newspaper using computer-generated material.
                                                    •   Invite students to find several [Target
                                                        Language] advertisements for movies and have
                                                        them role-play planning to attend one. Their
                                                        choices should reflect the information acquired
                                                        from the advertisements (i.e., movie title,
                                                        location, time, actors, critics’ ratings).
                                                        Encourage students to refer to their favourite
                                                        genres (e.g., comedy, adventure, horror,
                                                        action).




[Target Language] 5 to 12 • Master                                                                    36
GRADE 9 • Acquiring Information

SUGGESTED ASSESSMENT STRATEGIES                         RECOMMENDED LEARNING RESOURCES

Students at this level show evidence of their           The learning resources listed here are especially
language skills and strategies in the way they          useful for this organizer. See Appendix B for a
approach and work with the materials, as well           complete annotated list of resources, including
as the way they represent the information they          others that might apply to this organizer.
acquire. Frequent opportunities to choose their
own tasks will increase student interest.               (Please list resources in this section. You may wish
                                                        to use the appropriate icons provided to denote
•   When students read articles from [Target            media type).
    Language] magazines, note the extent to which
    they:
    - are able to read for global understanding
    - identify main ideas
    - rely on prior learning to derive meaning
    - use correct structures when writing
        questions
    - choose questions that highlight the main
        ideas
    - use a range of open-ended questions
•   When students prepare and respond to “for
    sale” advertisements in [Target Language],
    note the extent to which they:
    - use the appropriate format
    - write clearly in simple [Target Language]
    - refer to information in the ads during their
        “calls”
    - interact in [Target Language] to complete
        the task
•   Work with students to develop assessment for
    their newspaper articles. Criteria could include:
    - uses language and structure accurately
    - attempts to model [Target Language]-style
        newspaper format
    - provides relevant and creative details
    - works well with others and shows respect
        for others’ ideas
•   When students work with materials such as
    movie advertisements, look for evidence that
    they are able to:
    - locate familiar words
    - use the context to support inferences about
        the information
    - predict meaning by interpreting
        photographs and graphics
    - focus on finding the key information
        needed
    - notice and use advertising patterns and
        vocabulary




[Target Language] 5 to 12 • Master                                                                          37
GRADE 9 • Experiencing Creative Works

PRESCRIBED LEARNING OUTCOMES                     SUGGESTED INSTRUCTIONAL STRATEGIES

It is expected that students will:               The range of creative works which students can
• reflect on and respond to authentic creative   experience will increase greatly if students are
     works from [Target Language] culture        able to access a range of CDs, videos, and other
                                                 resources or resource people. Directing students
                                                 to current Internet sites will also encourage and
                                                 sustain their interest in creative works.

                                                 •   In small groups, have students listen to a
                                                     variety of genres of [Target Language] music.
                                                     Students then group the songs into different
                                                     categories, explaining their reasoning. Students
                                                     could also indicate:
                                                     - images that come to mind
                                                     - familiar words
                                                     - what audience music would appeal to
                                                     - where they would hear the music
                                                 •   Have students search the Internet for museums
                                                     in a [Target Language] city and look at several
                                                     current exhibits, or visit a local cultural site or
                                                     gallery. Then invite students to imagine they
                                                     are curator of an upcoming exhibit. Ask them
                                                     to choose five works they would display, and
                                                     have them compose an ad or poster for the
                                                     exhibition.
                                                 •   Introduce students to the work of a [Target
                                                     Language] artist, using photographs or slides.
                                                     Encourage students to discuss the
                                                     characteristics of the artist’s work through
                                                     guided questioning. Students then emulate the
                                                     artist’s style in an artwork of their own.
                                                 •   Invite students to read simple [Target
                                                     Language] stories, including myths, legends,
                                                     or other stories appropriate to [Target
                                                     Language] culture. Students then present the
                                                     stories through media of their choice (e.g.,
                                                     skits, puppet shows).




[Target Language] 5 to 12 • Master                                                                    38
GRADE 9 • Experiencing Creative Works

SUGGESTED ASSESSMENT STRATEGIES                       RECOMMENDED LEARNING RESOURCES

At this level, students are able to experience and    The learning resources listed here are especially
respond to an increasing range of creative            useful for this organizer. See Appendix B for a
works, including music and other works from           complete annotated list of resources, including
popular culture designed for their age group.         others that might apply to this organizer.
Students reveal their development in the choices
they make and in their efforts to find and share      (Please list resources in this section. You may wish
creative works, as well as in their oral, visual,     to use the appropriate icons provided to denote
and written responses.                                media type).

•   When students discuss [Target Language]
    music, look for evidence that they are:
    - willing to go to some effort to consider
        works or experiences not presented in class
    - making connections between other
        experiences and preferences and their
        responses to the works
    - able to present reasons and details to
        support their views or preferences
    - willing to take risks to use new vocabulary,
        structures, or formats
•   To assess the exhibition ad or poster, look for
    evidence that students:
    - demonstrate an appreciation of the variety
        of [Target Language] art
    - present accurate, appropriate, and complete
        information
    - attempt to appeal to an audience
    - incorporate necessary vocabulary,
        language structures, and expressions
•   Collaboratively develop assessment criteria
    before students emulate an artist’s style. For
    example:
    - understands characteristics of the artist’s
        style
    - is sensitive to the cultural elements in the
        artist’s work
    - interprets the ideas, themes, and feelings of
        the original works
•   Collaboratively develop criteria for students’
    presentations of stories. For example:
    - develops a clear feeling, theme, or message
        that is consistent with the original
    - sequences events to create a coherent story
    - reflects key features or qualities of the
        characters
    - incorporates appropriate conventions and
        traditions




[Target Language] 5 to 12 • Master                                                                        39
GRADE 9 • Understanding Cultural Influences

PRESCRIBED LEARNING OUTCOMES                     SUGGESTED INSTRUCTIONAL STRATEGIES

It is expected that students will:               With students’ deepening understanding of
• demonstrate an awareness of contemporary and   [Target Language] culture, they are motivated
     traditional customs of [Target Language]    to continue their language learning and add new
     culture                                     perspectives to their views of the world.
• identify and describe similarities and
     differences between their own customs and   •   Have students compare and contrast how
     [Target Language] culture                       people celebrate birthdays or other special
• describe ways in which English and [Target         occasions in [Target Language] countries or
     Language] have influenced each other            regions. Students should focus on food, setting,
                                                     attire, guests, music, and dance.
                                                 •   Ask students to examine [Target Language]
                                                     resources such as video excerpts, web sites,
                                                     advertisements, schedules, menus, recipes, and
                                                     brochures of [Target Language] regions.
                                                     Students identify cultural elements such as
                                                     body language, greetings and leave-taking,
                                                     fashion, settings and surroundings, routines,
                                                     and prices. In groups, students then pool their
                                                     results, which they present to the class using
                                                     oral, visual, or multimedia methods.
                                                 •   Invite students to assume fictitious [Target
                                                     Language] identities, including names and
                                                     countries or regions of origin. Have them make
                                                     an oral presentation to the class based on the
                                                     character they have assumed. The teacher or
                                                     students could provide prompts to elicit
                                                     information such as nationality, family life,
                                                     profession, and age. After their presentation,
                                                     students submit a written report on their
                                                     country or region.
                                                 •   Have students brainstorm lists of [Target
                                                     Language] words or phrases commonly used in
                                                     English and English words commonly used in
                                                     [Target Language]. These words or phrases
                                                     may be found in authentic materials read or
                                                     heard in class, or outside of class, such as in
                                                     sports broadcasts. Encourage students to add
                                                     words or phrases to the list on an ongoing basis.
                                                     To follow up, students may write a paragraph,
                                                     poem, or dialogue with a partner, using as
                                                     many words from their lists as possible.




[Target Language] 5 to 12 • Master                                                                 40
GRADE 9 • Understanding Cultural Influences

SUGGESTED ASSESSMENT STRATEGIES                        RECOMMENDED LEARNING RESOURCES

As students talk and write about their                 The learning resources listed here are especially
developing knowledge of [Target Language]              useful for this organizer. See Appendix B for a
culture, look for evidence of openness to and an       complete annotated list of resources, including
interest in diversity, as well as increasing           others that might apply to this organizer.
knowledge of linguistic and cultural
comparisons.                                           (Please list resources in this section. You may wish
                                                       to use the appropriate icons provided to denote
•   When students compare and contrast birthday        media type).
    or other celebrations, look for evidence that
    they are:
    - willing to go to some effort to research
        traditions
    - making connections between their own
        traditions and [Target Language] traditions
    - able to present accurate and detailed
        information
    - willing to take risks to use new vocabulary
        and language structures
    - interested in the information presented by
        classmates
•   Work with students to develop criteria for their
    presentations on their [Target Language]
    identities. For example, they might be expected
    to demonstrate:
    - awareness and use of a variety of current
        resources, such as web sites, library
        sources, and people in the community
    - detailed knowledge about key traditional
        and contemporary cultural characteristics
    - sensitivity to lives and customs of
        inhabitants of their chosen country or
        region
    - awareness of some of the behaviours,
        attitudes, values, or customs that are
        common to [Target Language] culture
    - respect for diversity and differences in
        customs
•   Review students’ lists of words that are
    commonly used in both languages. Look for
    evidence that students are able to draw
    conclusions and make generalizations about:
    - the language in which each word originated
    - what factors contribute to the use of loan
        words




[Target Language] 5 to 12 • Master                                                                         41
GRADE 10 • Communicating

PRESCRIBED LEARNING OUTCOMES                          SUGGESTED INSTRUCTIONAL STRATEGIES

It is expected that students will:                    Students at this level display a growing ability to
• make suggestions about everyday activities          take risks with language and should be
• communicate needs, desires, and emotions,           encouraged to do so. Communicating meaning is
     giving reasons                                   still the central focus of this organizer. While
• describe events and experiences                     emphasis remains on the practical and everyday
• communicate in past, present, and future            use of language, students’ descriptive abilities
• participate in a variety of meaningful, real-life   include linking and sequencing of narrative.
     situations
                                                      •   In pairs, have students practise a telephone
                                                          conversation. One student calls the other with
                                                          an invitation to do something, such as go to a
                                                          movie or play soccer. The second student must
                                                          decline the invitation and give two reasons for
                                                          not being able to go. Students then switch roles.
                                                          As an extension, have students write a note to a
                                                          friend cancelling a prior engagement because of
                                                          illness. Students should explain what they did
                                                          that caused them to become ill. (After I went
                                                          out without my coat, I got the flu.)
                                                      •   In small groups, ask students to share
                                                          information related to a memorable event or
                                                          experience (e.g., vacation, special celebration,
                                                          weekend activity). Students should include
                                                          information about where and when the event
                                                          took place and why it was memorable. Other
                                                          students then ask questions about the event or
                                                          the experience.
                                                      •   In pairs, students create a menu for a restaurant
                                                          in the tourist area of a [Target Language]-
                                                          speaking town. Before creating the menu,
                                                          students should describe the location of the
                                                          restaurant, type of restaurant, and theme or
                                                          decor. The menu should reflect the type of
                                                          restaurant and feature a wide variety of
                                                          authentic foods and beverages.
                                                      •   Have students role-play that they have switched
                                                          identities with their parents for a day. They are
                                                          to give their parents a list of chores to complete
                                                          before the end of the day (e.g., make the beds,
                                                          wash the dishes, take out the trash, sweep the
                                                          floor).




[Target Language] 5 to 12 • Master                                                                       42
GRADE 10 • Communicating

SUGGESTED ASSESSMENT STRATEGIES                       RECOMMENDED LEARNING RESOURCES

Students are increasingly able to engage in           The learning resources listed here are especially
spontaneous interactions and presentations            useful for this organizer. See Appendix B for a
using vocabulary and structures they have             complete annotated list of resources, including
memorized. The focus of assessment continues          others that might apply to this organizer.
to be whether or not students are able to
understand and convey meaningful messages.            (Please list resources in this section. You may wish
Where students have had opportunities to use          to use the appropriate icons provided to denote
resources, practise, receive feedback, and make       media type).
corrections, they are expected to work toward
accuracy. Assessment should not, however,
emphasize correctness to the extent that
students are afraid to take risks that are
essential to their language development.

•   When students invite each other to participate
    in different activities, look for evidence that
    they:
    - communicate their ideas clearly
    - extend invitations using appropriate
        vocabulary
    - ask for more information if accepting an
        invitation (e.g., What time? What should I
        bring?)
    - respond politely and give a reason why if
        refusing an invitation (e.g., I can’t go
        because I have to study, or I can’t attend
        because I am sick, or Let’s go another
        day.)
•   When students discuss events in the past or
    share memorable events, look for evidence that
    they:
    - include detail to enhance their descriptions
    - convey a logical sequence or progression
        of events
    - use appropriate language patterns
        (including verb tenses)
    - draw on an increasing range of vocabulary
    - ask one another questions to clarify or
        obtain additional details
    - take risks with language to extend their
        language development
•   When students are engaged in a role play, use a
    checklist to assess the extent to which they:
    - actively engage in the interactions
    - are able to sustain interaction, taking risks
        with the language to extend their language
        boundaries




[Target Language] 5 to 12 • Master                                                                        43
GRADE 10 • Acquiring Information

PRESCRIBED LEARNING OUTCOMES                        SUGGESTED INSTRUCTIONAL STRATEGIES

It is expected that students will:                  By now, students are able to use many strategies
• retrieve, process, and adapt information from     to identify key information in authentic
     [Target Language] resources to complete        documents. The tasks they perform frequently
     meaningful tasks                               integrate all aspects of their language learning
• explain in detail acquired information in oral,   and should relate directly to their lives.
     visual, and written forms
                                                    •   Have students view or listen to an international
                                                        weather report and identify today’s weather and
                                                        the forecast for tomorrow in several [Target
                                                        Language] cities. Invite students to keep
                                                        weather logs for a selected period of time.
                                                    •   Have students read the entertainment pages
                                                        from a [Target Language] newspaper, and each
                                                        choose a film, concert, or theatre production to
                                                        attend, noting time and location. Then ask them
                                                        to exchange this information with partners and
                                                        make appointments to meet at the events.
                                                        Alternatively, students could read or listen to
                                                        reviews of films, concerts, or other events to
                                                        determine which ones to attend.
                                                    •   Have students prepare restaurant situation cards
                                                        (e.g., unhappy customer, reserved table given to
                                                        someone else, server brings wrong meal, tourist
                                                        having trouble with the menu or currency,
                                                        someone in a hurry). Students form into groups
                                                        of four and each group selects a card. The
                                                        groups develop a skit about the situation they
                                                        chose and present it to the class.
                                                    •   Working in groups of three, have students
                                                        create a sporting goods catalogue with a slogan
                                                        for their product line. Students may use store
                                                        catalogues, magazines, and Internet downloads
                                                        to find images of various sports equipment,
                                                        clothing, and accessories. Students exchange
                                                        catalogues with another group and make a list
                                                        of things they would buy, explaining why they
                                                        need it and why they like it.
                                                    •   Challenge students to choose interesting
                                                        articles from magazines or newspapers and
                                                        each note three interesting facts to present. As a
                                                        follow-up, students could write letters to the
                                                        editor or design fact-quizzes for classmates.




[Target Language] 5 to 12 • Master                                                                     44
GRADE 10 • Acquiring Information

SUGGESTED ASSESSMENT STRATEGIES                      RECOMMENDED LEARNING RESOURCES

At this level, students are able to work with an     The learning resources listed here are especially
increasing variety of print materials, the           useful for this organizer. See Appendix B for a
Internet, and other media to locate information      complete annotated list of resources, including
required for tasks. Assessment considers both        others that might apply to this organizer.
the processes students use—the skills, strategies,
and approaches they employ to acquire                (Please list resources in this section. You may wish
information from resources—and the products          to use the appropriate icons provided to denote
or activities that demonstrate their degree of       media type).
success. Self-assessment plays an important role
in supporting skill development.

•   Rate each aspect of role-play performances or
    oral presentations on a five-point scale where
    5 = excellent and 1 = requirements not met.
    Students can assess their own performance and
    provide feedback to their peers using the same
    scale. For example, check if students:
    - include accurate and relevant information
    - communicate clearly
    - make direct reference to details provided in
        original source
    - use appropriate vocabulary and language
        structures
    - sustain interaction and support each other
        with questions, prompts, and body
        language
•   Assess written assignments using criteria
    similar to those for oral presentations. For
    example, check that:
    - communication is clear
    - information is accurate and relevant
    - details and examples are included
    - language is appropriate
    - material is effectively organized and easy
        to follow
•   For weather report assignments, look for
    evidence that students:
    - complete an entry for the day
    - identify what they understood of the report
    - show evidence of using appropriate
        language-learning strategies




[Target Language] 5 to 12 • Master                                                                       45
GRADE 10 • Experiencing Creative Works

PRESCRIBED LEARNING OUTCOMES                        SUGGESTED INSTRUCTIONAL STRATEGIES

It is expected that students will:                  At this level, students will be able to appreciate a
• discuss and respond to authentic creative works   range of creative works and may bring examples
     from [Target Language] culture                 from outside the class. Engagement in activities
                                                    increases when students can make personal
                                                    choices and when they are encouraged to
                                                    respond creatively from a variety of options.

                                                    •   Have students read a selection of [Target
                                                        Language] children’s stories and then each
                                                        select one of the following projects:
                                                        - create a pattern book for young children
                                                        - illustrate a story to clarify the meaning
                                                        - role-play a story
                                                        - retell a story
                                                        - change one element of the story all the way
                                                            through
                                                        - record a story on audiotape or video
                                                    •   Over the course of two or three periods, show
                                                        the class a video of a [Target Language] movie.
                                                        Have students complete various tasks to assist
                                                        comprehension, such as mapping the story line,
                                                        making predictions, and recapping in their own
                                                        words important events that have occurred.
                                                        Students can create posters to publicize the
                                                        film, including a picture depicting the film,
                                                        details of where and when it is playing, and a
                                                        brief summary of the plot. Students can use the
                                                        posters to conduct role plays about seeing the
                                                        film.
                                                    •   As a class, have students select three [Target
                                                        Language] poems for discussion. After the
                                                        discussion, have students select one of the
                                                        poems to interpret, using a variety of forms
                                                        (e.g., drawing, actions, mime, dance, computer
                                                        graphics, music, record on audiotape).




[Target Language] 5 to 12 • Master                                                                   46
GRADE 10 • Experiencing Creative Works

SUGGESTED ASSESSMENT STRATEGIES                          RECOMMENDED LEARNING RESOURCES

As students develop increasing facility with oral        The learning resources listed here are especially
language, their methods of responding grow to            useful for this organizer. See Appendix B for a
include artwork, visual displays, and oral or            complete annotated list of resources, including
electronic presentations. Students often work            others that might apply to this organizer.
collaboratively to develop their responses.
                                                         (Please list resources in this section. You may wish
•   Occasionally have students reflect on and self-      to use the appropriate icons provided to denote
    assess their responses to creative works by          media type).
    responding orally or in journals to prompts
    such as:
    - I enjoy listening to [Target Language]
         materials when________ .
    - A [Target Language] poem, story, or song
         that stands out in my mind is ________
         because ________ .
    - My responses to [Target Language]
         materials are different when ________ .
    - A style of music, story, poetry, or film that I
         enjoy in both languages is ________ .
    - I could probably increase my enjoyment of
         [Target Language] songs, stories, and
         movies if I ________ .
•   In students’ presentations (e.g., posters, poetry,
    illustrations, dance) look for evidence that they:
    - represent key ideas, events, or themes
    - draw attention to unique features
    - add interest by providing details, images,
         and elaboration




[Target Language] 5 to 12 • Master                                                                           47
GRADE 10 • Understanding Cultural Influences

PRESCRIBED LEARNING OUTCOMES                        SUGGESTED INSTRUCTIONAL STRATEGIES

It is expected that students will:                  Students in Grade 10 are working hard to
• identify the contributions of [Target Language]   establish their own identity while at the same
     people to Canada and the world                 time wondering how they compare to others. To
• compare and contrast their own customs to         help them shape their own identity while
     those of [Target Language] culture             respecting others, they examine the role of
• identify language, expressions, and behaviours    cultural practices and traditional language
     that reflect cultural context                  patterns.

                                                    •   Have students use the Internet or other
                                                        resources to find information on well-known
                                                        [Target Language] leaders, past and present.
                                                        Students select a person and prepare a poster
                                                        that includes pictures, biographical details, and
                                                        major contribution. In small groups, students
                                                        present their information orally, while the other
                                                        students fill out a listening record and give
                                                        feedback about the presentation based on the
                                                        listening record.
                                                    •   Ask students to identify [Target Language]
                                                        idiomatic expressions encountered in reading,
                                                        viewing, and listening activities. Encourage
                                                        students to maintain ongoing lists of idioms
                                                        with their contextual meanings. Students may
                                                        also draw pictures to depict the meaning.
                                                    •   Examine several versions of a myth, fairy tale,
                                                        or other form of story as it exists in [Target
                                                        Language] and other cultures. Then invite
                                                        students in groups to select scenes to act out in
                                                        [Target Language]. Have students identify
                                                        similarities and differences in plot, theme,
                                                        moral, and other elements in various versions
                                                        of the story. Students could create a chart that
                                                        reflects the similarities and differences between
                                                        two versions.
                                                    •   Show a film depicting the life of a [Target
                                                        Language] family. Ask students to compare the
                                                        family dynamics, traditions, and customs of the
                                                        [Target Language] family to those of their own.
                                                        Students could select a scene and act out an
                                                        adapted version.
                                                    •   Show a film or video set in a [Target
                                                        Language] country or region. Ask students to
                                                        identify elements other than language that
                                                        suggest the film’s setting. Students might
                                                        consider how events and scenes would look if
                                                        the story took place this year in British
                                                        Columbia.




[Target Language] 5 to 12 • Master                                                                    48
GRADE 10 • Understanding Cultural Influences

SUGGESTED ASSESSMENT STRATEGIES                      RECOMMENDED LEARNING RESOURCES

Assessment is based on activities that show a        The learning resources listed here are especially
growing awareness of [Target Language]               useful for this organizer. See Appendix B for a
cultural practices and [Target Language]             complete annotated list of resources, including
idiomatic expressions. Activities should also        others that might apply to this organizer.
encourage students to reflect on and make
comparisons among [Target Language] culture,         (Please list resources in this section. You may wish
Canadian cultures, their own, and the cultures       to use the appropriate icons provided to denote
of their friends.                                    media type).

•   When students present their information using
    a poster format, look for evidence that they:
    - include important biographical information
        about the leader
    - use visuals to add interest and support the
        written facts
    - include relevant and creative details
    - spell key words and phrases correctly
    • Review students’ list of idioms and
        borrowed words from time to time for
        evidence that the information is:
    - accurate and complete
    - interpreted appropriately
    - presented clearly
•   When assessing students’ comparison charts,
    note the extent to which they:
    - are able to identify similarities and
        differences between [Target Language] and
        other cultural stories
    - show understanding of the [Target
        Language] story
    - show a personal connection
•   When students act out an adaptation of a
    [Target Language] film, look for evidence that
    they:
    - make changes appropriate to the new
        endings
    - show creativity and risk-taking in their
        revisions
•   When students share their opinions, look for
    evidence that they:
    - use detail to support their points of views
    - demonstrate respect for cultural diversity
    - participate actively in the discussion
    - take opportunities to express their ideas in
        [Target Language]




[Target Language] 5 to 12 • Master                                                                       49
GRADE 11 • Communicating

PRESCRIBED LEARNING OUTCOMES                        SUGGESTED INSTRUCTIONAL STRATEGIES

It is expected that students will:                  As students support and encourage each other
• explain how to do everyday activities or          on a regular basis, they are able to interact with
     procedures                                     greater confidence in familiar situations and
• exchange opinions on topics of interest, giving   apply their growing range of strategies more
     reasons and reactions                          consistently.
• describe or narrate events, situations, or
     experiences                                    •   Invite students to create role plays from
• use a range of vocabulary and expressions in          situation cards (could be student generated)
     past, present, and future                          about asking for and giving advice. Give time
• interact in a variety of meaningful, real-life        for preparation but not memorization.
     situations                                         Situations might include:
                                                        - a student studying [Target Language] for
                                                             the first time seeking study tips
                                                        - a student seeking information on how to
                                                             increase personal health, energy, and
                                                             fitness levels
                                                        - a student wanting advice on what to take on
                                                             a camping trip
                                                        To follow up and check for comprehension,
                                                        suggest that students choose one or more of the
                                                        situations presented and write what they would
                                                        advise.
                                                    •   Ask students to find examples of [Target
                                                        Language] people whose accomplishments they
                                                        admire. List the names on the board and
                                                        discuss. Then have students think of
                                                        accomplishments or successes in their own
                                                        lives of which they feel proud. Students can
                                                        share their responses orally or in written form.
                                                        Encourage students to include visuals where
                                                        possible.
                                                    •   As a class, brainstorm a list of aptitudes, skills,
                                                        and interests appropriate for the workplace.
                                                        Have students work in pairs to identify one
                                                        another’s aptitudes and interests and imagine
                                                        possible career choices, giving reasons for their
                                                        choices. Students present their findings orally
                                                        to the class.
                                                    •   Invite students to imagine they have just
                                                        returned from a cultural exchange to a [Target
                                                        Language] country or region. Have them write
                                                        a thank-you letter to the organization that
                                                        sponsored them, including details about who
                                                        they stayed with, what they did, what they
                                                        learned, and what they liked most. Ask them to
                                                        also say if they would or would not recommend
                                                        the exchange and explain why.




[Target Language] 5 to 12 • Master                                                                      50
GRADE 11 • Communicating

SUGGESTED ASSESSMENT STRATEGIES                        RECOMMENDED LEARNING RESOURCES

At this level, assessment increasingly involves        The learning resources listed here are especially
situations or tasks designed to help students          useful for this organizer. See Appendix B for a
develop and demonstrate their growing                  complete annotated list of resources, including
language facility. Self- and peer assessment           others that might apply to this organizer.
continue to be important ways of supporting
students as they acquire and practise useful           (Please list resources in this section. You may wish
vocabulary, structures, and interactions.              to use the appropriate icons provided to denote
                                                       media type).
•   Assess students’ oral work for evidence that:
    - information is complete
    - verb tenses support communication
    - presentation is clear, and intonation
         supports meaning
    - narration of events is comprehensible
    - some detail is provided
    - preparation has occurred (e.g., students
         speak confidently with minimal support)
•   Assess students’ writing for evidence that:
    - meaning is clear
    - supporting detail, reasons, or examples are
         included
    - a variety of vocabulary and expressions are
         used
    - time sequence is clear, with attempts to use
         transitions (first, next, then, later)
•   As a class, determine key behaviours or criteria
    for students’ daily oral communication in class.
    Criteria might include evidence that students:
    - volunteer questions and information
    - take opportunities to practise newly
         acquired vocabulary and structures
    - persevere in [Target Language] (e.g.,
         repeating, rephrasing, attempting to self-
         correct, using gestures) when they cannot
         understand or be understood
    - support and encourage other students when
         they speak in or listen to [Target
         Language]
    - take risks to use unfamiliar language
    - self-monitor and attempt to correct
         recurring or significant errors




[Target Language] 5 to 12 • Master                                                                         51
GRADE 11 • Acquiring Information

PRESCRIBED LEARNING OUTCOMES                         SUGGESTED INSTRUCTIONAL STRATEGIES

It is expected that students will:                   At this level, many students are able to retrieve
• retrieve, research, and use relevant information   specific information and apply their growing
     from [Target Language] resources to complete    language abilities to adapting information for a
     meaningful tasks                                purpose. Both the resources and the tasks
• summarize acquired information in oral, visual,    should be at the age and interest level of the
     and written forms                               students and be relevant to their lives.

                                                     •   Have students use a variety of health and
                                                         fitness articles and brochures in [Target
                                                         Language] as references and then choose one
                                                         area of their lifestyles they would like to
                                                         improve. Ask each student to create a Self-
                                                         Improvement Plan and monitor progress for
                                                         one month in a journal. Entries should be
                                                         written daily and make direct reference to the
                                                         plan each student has developed, noting steps
                                                         taken or not taken. At the end of the month,
                                                         students may present their plans to the class
                                                         with summaries of the results. Results could
                                                         also be presented in graphic or visual form.
                                                     •   Suggest that students research a variety of
                                                         environmental issues using resources such as
                                                         brochures, articles, videos, and films. Then
                                                         have them organize an environmental
                                                         awareness campaign for the school, including
                                                         posters, public-address announcements,
                                                         leaflets, and fundraising activities.
                                                     •   Ask students to research job opportunities
                                                         advertised in [Target Language] newspapers
                                                         (on-line or written). Students pick a job they
                                                         would be interested in and explain their choice
                                                         to the class. They then write a cover letter to
                                                         present themselves as a candidate for the
                                                         position, describing their aptitudes, skills,
                                                         knowledge, and relevant experiences.




[Target Language] 5 to 12 • Master                                                                     52
GRADE 11 • Acquiring Information

SUGGESTED ASSESSMENT STRATEGIES                       RECOMMENDED LEARNING RESOURCES

By Grade 11, students are familiar with a wide        The learning resources listed here are especially
range of classroom, library, and other resources      useful for this organizer. See Appendix B for a
they can use to locate information. Assessment        complete annotated list of resources, including
focuses on the extent to which students are able      others that might apply to this organizer.
to draw on these resources to develop accurate
and relevant information for a variety of             (Please list resources in this section. You may wish
assignments. The form and skills students use to      to use the appropriate icons provided to denote
apply and convey the information for particular       media type).
purposes and audiences are increasingly
important.

•   After students have worked with information
    from a variety of sources in [Target Language],
    prompt them to reflect on and assess the
    strategies they used by posing questions such
    as:
    - Overall, how successful were you at
         finding the information you needed?
    - What was your first approach to the
         material? How did that work?
    - What other strategies did you use that
         seemed most helpful?
    - What types of problems caused you the
         most difficulty? What strategies helped?
    - What did you learn about reading [Target
         Language] materials that might help you in
         future assignments?
•   When students complete their cover letters,
    assess the extent to which they:
    - use appropriate salutations and other
         business letter conventions
    - relate their skills, knowledge, aptitudes,
         and relevant experiences to the criteria
    - include details, reasons, and examples to
         support key points
•   When students complete written research
    assignments, look for evidence that:
    - information is organized, relevant, and
         accurate
    - the assignment includes details, reasons,
         and examples to support key points
    - language is appropriate and understandable
    - transitions and tenses are used effectively




[Target Language] 5 to 12 • Master                                                                        53
GRADE 11 • Experiencing Creative Works

PRESCRIBED LEARNING OUTCOMES                         SUGGESTED INSTRUCTIONAL STRATEGIES

It is expected that students will:                   At this age, students are generally more
• compare, contrast, and respond to authentic        receptive to experiencing creative works from a
     creative works from [Target Language] culture   broader range of genres, time periods, and
                                                     [Target Language] countries or regions.
                                                     Students’ developing language skills allow them
                                                     to appreciate these creative works and their
                                                     cultural contexts more fully.

                                                     •   As a class, have students listen to two songs
                                                         (one contemporary and one traditional) from a
                                                         [Target Language] country or region. Have
                                                         students in small groups brainstorm similarities
                                                         and differences between the two songs, noting
                                                         tone, instruments, lyrics, and so on. Groups
                                                         present their ideas and answer questions from
                                                         the class.
                                                     •   Show students a video or presentation on
                                                         [Target Language] dances. Have students in
                                                         small groups select a particular dance and
                                                         research the origin and history of the dance.
                                                         Groups present the information to the class in
                                                         their chosen format (e.g., poster, skit, oral
                                                         report) and demonstrate some of the steps.
                                                     •   Present a video, slides, or other visual aids
                                                         describing [Target Language] architectural
                                                         design. Have students in small groups choose
                                                         architectural features and re-create them
                                                         visually (e.g., models, plans of cities or
                                                         houses).
                                                     •   Facilitate students’ reading of a short story in
                                                         [Target Language] by providing focus
                                                         questions, background information, and
                                                         vocabulary development. Once students are
                                                         familiar with the story, form groups and have
                                                         each group select a part of the story to
                                                         dramatize. Ask groups to present and display
                                                         their work for peer responses.
                                                     •   Present a folk tale, legend, fairy tale, or
                                                         traditional/modern story, but do not provide the
                                                         ending. Challenge students to write or act out
                                                         possible endings.




[Target Language] 5 to 12 • Master                                                                     54
GRADE 11 • Experiencing Creative Works

SUGGESTED ASSESSMENT STRATEGIES                        RECOMMENDED LEARNING RESOURCES

By Grade 11, students’ oral and written skills         The learning resources listed here are especially
should enable them to respond to creative works        useful for this organizer. See Appendix B for a
in varied ways and with increasing detail.             complete annotated list of resources, including
Through oral interactions, as well as short            others that might apply to this organizer.
written texts, students demonstrate an
increasing level of sophistication in their            (Please list resources in this section. You may wish
responses.                                             to use the appropriate icons provided to denote
• When students present group responses to             media type).
   contemporary and traditional music, observe and
   note the extent to which they:
   - express and support a consistent point of
      view
   - provide accurate information
   - indicate openness and willingness to consider
      new or different ideas and experiences
   - attempt to engage others
• To evaluate students’ presentation of [Target
   Language] dances, note the extent to which
   they:
   - have gone to some effort to find information
   - demonstrate cultural appreciation
   - are willing to learn and teach others how to
      do the dance
• Before students re-create aspects of [Target
   Language] architectural design, work with them
   to develop criteria they can use to guide their
   work. For example:
   - highlights [Target Language] influences as
      the central feature
   - bases designs on accurate information
   - demonstrates attention to detail
   - shows evidence of close observation by
      including elements not discussed in class
• When students present their dramatizations of a
   short story, look for evidence that:
   - presentation and choice of vocabulary
      convey the characters’ emotions and moods
      of the stories
   - presentation has been rehearsed
   - students attempt to engage the audience
• From time to time, have students review their
   responses to creative works by answering
   questions such as:
   - Which of the creative works you have
      viewed, listened to, or read this year or term
      stands out in your mind?
   - Which part of the activity was most
      interesting for you—reading, viewing,
      listening, or creating your response?


[Target Language] 5 to 12 • Master                                                                         55
GRADE 11 • Understanding Cultural Influences

PRESCRIBED LEARNING OUTCOMES                         SUGGESTED INSTRUCTIONAL STRATEGIES

It is expected that students will:                   As students’ understanding of the [Target
• identify contemporary issues in [Target            Language] world deepens, they will recognize
     Language] culture                               how [Target Language] and English languages
• demonstrate an understanding of similarities       and culture influence one another. Through the
     and differences between their own culture and   study of [Target Language] culture and
     that of [Target Language]                       reflection on other cultures, most students at
• identify and compare language, expressions,        this level are enhancing their sensitivity toward
     and behaviours that reflect cultural context    other cultures as a whole.

                                                     •   Invite a group of students to research current
                                                         issues relevant to [Target Language] regions
                                                         (e.g., environmental and economical issues,
                                                         child poverty, labour conditions, human rights)
                                                         using brochures, articles, videos, film, the
                                                         Internet, or resource people as sources.
                                                         Students then organize awareness campaigns
                                                         for the class or school. Campaigns could be
                                                         carried out using posters, public
                                                         announcements, leaflets, and web sites.
                                                     •   Encourage students to keep lists of idiomatic
                                                         expressions they encounter in oral and reading
                                                         activities. Students should:
                                                         - categorize expressions into meaningful
                                                              groups
                                                         - match a place, context, or scenario with
                                                              each expression
                                                         - match symbols or cartoons to expressions
                                                              to aid recall
                                                         - attempt to use these expressions whenever
                                                              appropriate
                                                     •   Have students investigate past and present
                                                         gender roles in the [Target Language] world.
                                                         Information could be collected from sources
                                                         such as videos, magazines, the Internet, stories,
                                                         songs, and guest speakers. Have students
                                                         identify traditional values in areas relating to
                                                         dating customs, the work force, marriage, and
                                                         relationships. As a class, discuss the extent to
                                                         which these values have changed and what
                                                         might happen in the future. Students could
                                                         create and label a series of illustrations,
                                                         symbols, or computer-generated graphics to
                                                         reflect their conclusions and predictions.




[Target Language] 5 to 12 • Master                                                                      56
GRADE 11 • Understanding Cultural Influences

SUGGESTED ASSESSMENT STRATEGIES                        RECOMMENDED LEARNING RESOURCES

Assessment focuses on students’ ability to look        The learning resources listed here are especially
at familiar customs from different points of           useful for this organizer. See Appendix B for a
view, whether in the family, school, or                complete annotated list of resources, including
community. At this level, the complexity of            others that might apply to this organizer.
students’ ideas will far exceed their ability to
express them in [Target Language]. To elicit and       (Please list resources in this section. You may wish
reveal higher-level thinking, provide                  to use the appropriate icons provided to denote
opportunities for students to communicate using        media type).
symbols, graphics, or diagrams, as well as
language.

•   For projects such as awareness campaigns, look
    for evidence that:
    - information is accurate and relevant
    - includes appropriate details designed to
        engage the audience
    - presentation is informative, clear, and easy
        to follow
    - vocabulary, expressions, and structure are
        appropriate and used effectively
    - student has taken risks to include complex
        information or unfamiliar language
    - presentation demonstrates a sensitivity to
        cultural issues
•   When assessing students’ lists of idiomatic
    expressions, note the extent to which students
    are able to identify and use them appropriately.
•   When students investigate changes in gender
    roles, look for evidence that they are able to:
    - pose thoughtful questions about culture and
        lifestyle
    - seek out valid and credible information,
        rather than stereotyping
    - go beyond surface features to deal with
        subtle and complex aspects
        Also look for evidence that they are:
    - aware of key elements of their culture and
        behaviours
    - sensitive to more subtle or complex
        elements or patterns in their culture and
        behaviours
    - supportive of their classmates’ work
    - interested in the symbols and meanings
        other students have perceived




[Target Language] 5 to 12 • Master                                                                         57
GRADE 12 • Communicating

PRESCRIBED LEARNING OUTCOMES                       SUGGESTED INSTRUCTIONAL STRATEGIES

It is expected that students will:                 In Grade 12, students are expected to use their
• express short- and long-term plans, goals, and   [Target Language] communication skills and
     intentions                                    strategies to cope in common situations, as well
• exchange ideas, thoughts, and points of view,    as in unexpected ones such as losing a passport
     giving reasons and reactions                  or helping someone. Students should challenge
• describe, narrate, and analyse events,           themselves to speak only [Target Language] in
     situations, or experiences                    class and seek out opportunities to hear and use
• use a wide range of vocabulary, complexity of    [Target Language] outside the classroom.
     expression, and idiom in past, present, and
     future                                        •   As a class, discuss the pros and cons of
• interact spontaneously in a variety of               vegetarian eating habits. Divide students into
     meaningful, real-life situations                  debating teams and have each team prepare
                                                       arguments for and against. Hold a class debate,
                                                       setting it up so each team has a chance to argue
                                                       at least one side. Information gathered may also
                                                       be used to create or compile articles or
                                                       displays.
                                                   •   Have students discuss future plans after
                                                       graduating (e.g., work, travel, further
                                                       education). Encourage students to give
                                                       convincing reasons for their choices.
                                                   •   Ask students to set up budgets for the first year
                                                       after Grade 12. Then have them form groups
                                                       and discuss how they allocated money for
                                                       expenses such as tuition, rent, groceries,
                                                       furnishings, and transportation.
                                                   •   Divide the class into groups of three. Ask two
                                                       students in each group to interview the third as
                                                       a candidate for the ideal housemate. Before the
                                                       interviews, have groups prepare lists of
                                                       possible questions. Encourage students to ask
                                                       additional questions while conducting the
                                                       interviews.
                                                   •   Ask students to brainstorm situations outside of
                                                       school in which they can use [Target
                                                       Language] (e.g., conversing with salesclerks,
                                                       ordering meals, phoning or writing for
                                                       information, using the Internet). Work with
                                                       students to develop criteria for assessing their
                                                       degree of success. Then assign partners to work
                                                       together to apply their [Target Language] skills
                                                       in out-of-school tasks. Have each pair submit
                                                       an outline of the task and an assessment of their
                                                       success.




[Target Language] 5 to 12 • Master                                                                   58
GRADE 12 • Communicating

SUGGESTED ASSESSMENT STRATEGIES                         RECOMMENDED LEARNING RESOURCES

In Grade 12, students are expected to engage in         The learning resources listed here are especially
increasingly complex and spontaneous oral               useful for this organizer. See Appendix B for a
interactions in which they demonstrate their            complete annotated list of resources, including
facility with [Target Language] and the                 others that might apply to this organizer.
strategies they have developed to sustain and
extend communication. Communication and                 (Please list resources in this section. You may wish
risk-taking continue to be more important in            to use the appropriate icons provided to denote
most situations than accuracy and precision.            media type).
However, in situations where students have
practised and prepared oral or written
presentations, assessment should consider
errors that detract from the effectiveness or
impact of the message. Peer assessment can be
an important part of the oral practice that
students need to support their development.

•   When students examine issues such as eating
    habits, look for evidence of the extent to which
    they:
    - take positions and make their views clear
    - give relevant reasons and examples to
        support their arguments
    - listen actively and attempt to respond to or
        build on others’ ideas
    - participate in the discussion using [Target
        Language] with some degree of
        spontaneity and engagement
•   In assessing students’ written work, such as
    questionnaires, look for evidence that students:
    - present and sequence their ideas logically
    - provide relevant details, reasons, and
        examples to justify their views
    - use a range of vocabulary related to the
        topic
    - integrate previously learned patterns and
        structures appropriately
    - use idiomatic expressions to enhance their
        communication
    - follow appropriate format conventions
•   Collaboratively develop criteria to assess
    students’ interaction in out-of-school
    situations. Criteria should include the extent to
    which students:
    - present clear, complete, and appropriate
        messages
    - interact with growing spontaneity
    - sustain interaction with an easy flow of
        language
    - use vocabulary and idioms effectively
    - avoid serious errors in tense and structure
        that obscure meaning
[Target Language] 5 to 12 • Master                                                                          59
GRADE 12 • Acquiring Information

PRESCRIBED LEARNING OUTCOMES                         SUGGESTED INSTRUCTIONAL STRATEGIES

It is expected that students will:                   Students will engage in meaningful tasks that
• retrieve, research, and analyse information        require specific information. They should be
     from [Target Language] resources to complete    able to locate information with confidence, skim
     meaningful tasks                                for relevant facts, and know how to use
• synthesize acquired information in oral, visual,   dictionaries and other resources appropriately.
     and written forms
                                                     •   Invite students to examine a variety of [Target
                                                         Language] resources (e.g., brochures, articles,
                                                         the Internet) to find information about career
                                                         opportunities for a Career Fair. Ask each
                                                         student to choose and investigate a profession
                                                         or trade and prepare a written report, an oral
                                                         presentation, and a display for the fair. Guest
                                                         speakers who are fluent in [Target Language]
                                                         could also be invited to the class. As students
                                                         visit the career displays and hear the oral
                                                         presentations, they record information about
                                                         careers that interest them and why. For
                                                         example, they might complete summaries in
                                                         [Target Language] with the headings: Job
                                                         Description, Required Education, Employment
                                                         Opportunities, and Salary.
                                                     •   Suggest that students review programs of study
                                                         from various post-secondary institutions that
                                                         offer courses in [Target Language] or [Target
                                                         Language] culture. On the basis of the
                                                         information provided, students decide which
                                                         institution they would like to attend, fill out the
                                                         application form, prepare a résumé, and
                                                         compose a cover letter stating reasons for
                                                         wanting to enroll at that institution.
                                                     •   Invite students to use a variety of sources (e.g.,
                                                         books, magazines, brochures, a CD-ROM
                                                         encyclopedia, the Internet) to research travel in
                                                         a [Target Language] country or region. Ask
                                                         students to each collect and present 10 helpful
                                                         hints for travelling in that area. As an
                                                         extension, the class could compile a master list
                                                         of tips for travel in [Target Language] countries
                                                         or regions.
                                                     •   Prompt students to reflect on and assess the
                                                         skills and strategies they use for acquiring and
                                                         using information by having them compile
                                                         personal records of:
                                                         -     strategies they find effective
                                                         -     tasks they are comfortable with
                                                         -     skills and strategies they want to improve
                                                         Have them occasionally review and update
                                                         their records with partners.


[Target Language] 5 to 12 • Master                                                                       60
GRADE 12 • Acquiring Information

SUGGESTED ASSESSMENT STRATEGIES                        RECOMMENDED LEARNING RESOURCES

At this level, students are able to use a wide         The learning resources listed here are especially
range of resources to acquire the information          useful for this organizer. See Appendix B for a
they need for oral and written activities. While       complete annotated list of resources, including
some of these resources are available in the           others that might apply to this organizer.
classroom, students are also expected to locate
and use [Target Language] resources in their           (Please list resources in this section. You may wish
community and elsewhere (e.g., via the Internet        to use the appropriate icons provided to denote
or correspondence).                                    media type).

•   When students participate in the Career Fair,
    presentations should include relevant, accurate,
    clear, and well-organized information about:
    - why they have chosen these careers to
        investigate
    - the requirements and qualifications needed
        for the jobs
    - the nature of the jobs, including salaries
        and working conditions
        Consider collecting the career summaries
        and assessing them for accuracy and
        relevance of information.
•   When students make presentations on travel
    destinations, look for evidence of:
    - relevant reasons, based on accurate
        understanding of information presented
    - effective use of details and examples to
        support choices
    - appropriate language structures
•   Assess students’ application forms, résumés,
    and covering letters for:
    - completeness—all appropriate detail is
        included
    - clarity—information is clear and easy to
        follow
    - persuasiveness—relevant details and
        examples effectively support the
        applications
    - presentation—language and structures are
        accurate and show a relatively high degree
        of sophistication and complexity




[Target Language] 5 to 12 • Master                                                                         61
GRADE 12 • Experiencing Creative Works

PRESCRIBED LEARNING OUTCOMES                  SUGGESTED INSTRUCTIONAL STRATEGIES

It is expected that students will:            Students bring together all aspects of their
• analyse and respond to authentic creative   language learning here, creating their group or
     works from [Target Language] culture     individual responses in simple or multimedia
                                              formats. Though communication continues to be
                                              central, experience of creative works and
                                              student responses should be motivated by
                                              enjoyment and pleasure.

                                              •   Have students perform an extract from a play,
                                                  speech, storytelling, or other oral presentation
                                                  in [Target Language], then each compose a
                                                  press release, publicity material, or a review for
                                                  it.
                                              •   After viewing a video of a movie in [Target
                                                  Language], ask students, working in small
                                                  groups, to mind-map the setting, characters,
                                                  and plot. Students then fill in a personal
                                                  response sheet requesting the following
                                                  information:
                                                  - questions they’d like to ask the characters
                                                  - a personal link to the work
                                                  - what they would change if they had been
                                                      the director
                                              •   Display several paintings or other art forms
                                                  from the [Target Language] world. Encourage
                                                  students to identify feelings the artworks evoke,
                                                  giving reasons for their responses.
                                              •   Invite each student to read a poem or short
                                                  story in [Target Language] and adapt its main
                                                  ideas to the student’s own circumstances or
                                                  those of a fictitious character. The adaptation
                                                  might be expressed through dramatization,
                                                  sketching, painting, or video, as well as in
                                                  written form.
                                              •   Have students work in pairs to find a
                                                  contemporary creative work that interests them
                                                  (e.g., TV or radio program, movie, music,
                                                  dance). Each pair submits a performance-
                                                  assessment assignment on the creative work.
                                              •   Invite [Target Language] artists to teach basic
                                                  techniques in [Target Language] art forms (e.g.,
                                                  carving, painting, sculpture, film, music).
                                                  Select a student to greet the artist and introduce
                                                  the person to the class. Students use their
                                                  [Target Language] communication skills to ask
                                                  questions. Students then create their own
                                                  works, modelled after the [Target Language]
                                                  examples.



[Target Language] 5 to 12 • Master                                                               62
GRADE 12 • Experiencing Creative Works
SUGGESTED ASSESSMENT STRATEGIES                       RECOMMENDED LEARNING RESOURCES
As students develop increasing facility with oral     The learning resources listed here are especially
and written language, they are able to                useful for this organizer. See Appendix B for a
experience and respond to both contemporary           complete annotated list of resources, including
and traditional works in varied ways and with         others that might apply to this organizer.
increasing detail and independence. Students
are best able to reflect on their responses when      (Please list resources in this section. You may wish
they have opportunities to make choices about         to use the appropriate icons provided to denote
what they view, listen to, and read, and when         media type).
they are able to choose both the content and
form of their responses.
• When students re-create plays, stories, or
    poems, look for evidence that they are able to:
    - interpret the ideas, feelings, and themes of
        the original work
    - create appropriate dialogue
    - incorporate detail to engage the audience
    - show evidence of practice and rehearsal as
        demonstrated by fluency of their
        presentations
• When assessing students’ personal response
    sheets to a movie, note the extent to which
    they:
    - show understanding of the movie (e.g.,
        plot, characterization, theme)
    - show ability to make a personal connection
• As students discuss and respond to creative
    works from [Target Language] regions, watch
    for evidence that they are increasing in:
    - sensitivity to arts and literature
    - knowledge of artistic and literary traditions
        and genres
    - interest in contemporary arts (e.g., music,
        movies)
    - willingness to risk offering opinions and
        views
    - participation in and commitment to class or
        group activities
    - openness to a variety of views and
        interpretations
• When students complete a performance-
    assessment assignment, consider how they:
    - represent the main ideas or message in a
        format of their choice
    - represent and support their views and
        responses to the work
• Before students create their own works
    modelled after the [Target Language]
    examples, work with them to develop criteria
    they can use to guide their work. For example:
    - highlights [Target Language] influences as
        the central feature
    - uses traditional symbols and design
        features
    - creates something new, rather than
        replicating another work


[Target Language] 5 to 12 • Master                                                                        63
GRADE 12 • Understanding Cultural Influences

PRESCRIBED LEARNING OUTCOMES                     SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will:               Students need opportunities in the classroom
• analyse and discuss contemporary issues in     to examine [Target Language] culture in light of
     [Target Language] culture                   all their cultural experiences. By now they will
• analyse and discuss how culture affects        be able to show some cultural awareness when
     behaviour and attitude                      communicating in [Target Language].
• use language, expressions, and behaviours to
     reflect cultural context                    •   Host a [Target Language] Fair at school and
                                                     invite community members. Activities might
                                                     include:
                                                     - students indicating [Target Language]
                                                          countries or regions on a world map
                                                     - PA announcements in [Target Language]
                                                     - cafeteria serving a variety of [Target
                                                          Language] foods
                                                     - school radio playing a variety of [Target
                                                          Language] music
                                                     - hallway television monitors displaying
                                                          visuals of [Target Language] countries or
                                                          regions
                                                     - inviting [Target Language] community
                                                          members to give demonstrations or talk
                                                          about [Target Language] topics
                                                     - displaying posters and flags around the
                                                          school of [Target Language] countries or
                                                          regions
                                                 •   Have students each interview 10 of their friends
                                                     about people they admire, past and present.
                                                     Form groups and have each group choose four
                                                     of these people to examine further regarding
                                                     their attributes, fields of endeavour,
                                                     contributions to society, and image. Interview
                                                     questions might include:
                                                     - Have you ever belonged to a fan club?
                                                     - Who do you regard as a hero? Have your
                                                          ideas about heroes changed over time?
                                                     - What are some of the qualities you admire
                                                          in a hero? Why?
                                                     After a class discussion about heroes and role
                                                     models, invite each student to identify and
                                                     write to a personal role model. (Letters may or
                                                     may not be mailed.)
                                                 •   Invite students to improvise social situations
                                                     (e.g., greetings, family dinners, tourist
                                                     behaviour, shopping). Students could draw
                                                     situation cards and role-play culturally
                                                     appropriate behaviour in [Target Language]
                                                     countries or regions.
                                                 •   Suggest that students in groups design a
                                                     brochure to encourage students in lower grades
                                                     to take [Target Language] and learn more about
                                                     [Target Language] culture.




[Target Language] 5 to 12 • Master                                                                64
GRADE 12 • Understanding Cultural Influences

SUGGESTED ASSESSMENT STRATEGIES                       RECOMMENDED LEARNING RESOURCES

In Grade 12, the outcomes for cultural                The learning resources listed here are especially
understanding emphasize awareness and                 useful for this organizer. See Appendix B for a
sensitivity. Students reveal their cultural           complete annotated list of resources, including
understanding through daily activities and            others that might apply to this organizer.
interactions, as well as in the assignments they
complete. Assessment should focus on students’        (Please list resources in this section. You may wish
cultural awareness rather than on their               to use the appropriate icons provided to denote
language facility.                                    media type).
• Provide or negotiate criteria for assessing
  students’ [Target Language] Fair. Criteria might
  assess whether they:
  - clearly identify key aspects of [Target
      Language] culture and its customs
  - offer practical guidelines for interacting with
      the community
  - show respect and support for diversity
  - emphasize the mutual benefits of being
      familiar with other cultures
  - communicate clear, understandable messages
  - use appropriate language
• When assessing students’ letters to their hero or
  role model, look for:
  - clear, understandable information
  - examples of [Target Language] influence on
      members of the wider community
  - use of appropriate vocabulary and structures
• When students role-play various social
  situations, look for evidence that:
  - the interaction takes place in [Target
      Language]
  - students convey appropriate, relevant
      information
  - students use a variety of strategies to
      negotiate meaning and sustain the interaction
      (e.g., rephrasing, questioning, repeating key
      words and phrases)
• When students make brochures encouraging
  students in lower grades to learn [Target
  Language], look for evidence that they:
  - present the information in an easy-to-
      understand and eye-catching manner
  - describe benefits of learning [Target
      Language] and about [Target Language]
      culture
  - use accurate, appropriate, and complex
      information
  - incorporate necessary vocabulary, language
      structures, and expressions
  - display information in a logical way that
      enhances meaning
[Target Language] 5 to 12 • Master                                                                        65
INTRODUCTORY [TARGET LANGUAGE] 11 • Introduction
Introductory Grade 11 is designed for students who may not have taken [Target Language] 5 to 10. Successful
completion of this course should provide students with a level of competence that will allow them to successfully
participate in [Target Language] 11 and 12 courses. Introductory Grade 11 is a four-credit Grade 11 course.
However, to alleviate scheduling pressure on students during their final two years, it can be offered at the Grade
10 level.

This course incorporates material from the Prescribed Learning Outcomes, Suggested Instructional Strategies,
Suggested Assessment Strategies, and Learning Resources identified for grades 5 to 10. Introductory Grade 11 is
designed to provide students with an equivalent preparation for [Target Language] 11 and 12 courses.

A major aim, therefore, is to balance expectations regarding the emergent language skills of students who are new
to the study of [Target Language] with a consideration of their ages, life experiences, and prior knowledge.

In addition to the activities suggested in this section of the Integrated Resource Package, teachers may adapt
instructional and assessment activities suggested for earlier grade levels, taking into account the interests of senior
secondary students.




[Target Language] 5 to 12 • Master                                                                          66
INTRODUCTORY [TARGET LANGUAGE] GRADE 11 • Communicating

PRESCRIBED LEARNING OUTCOMES                          SUGGESTED INSTRUCTIONAL STRATEGIES

It is expected that students will:                    It is important to develop language-learning
• ask for information, permission, and                opportunities that incorporate students’
     clarification and respond accordingly            personal interests and reflect meaningful
• recognize and use greetings, expressions of         situations. As students progress and gain
     politeness, and formal and informal forms of     confidence in their [Target Language] skills,
     address                                          they are expected to apply a growing range of
• seek information and make suggestions about         language-learning strategies. Encourage
     everyday activities                              students to begin to take risks with the language.
• communicate likes, dislikes, desires, and
     emotions, giving simple reasons                  •   Have students in pairs role-play telephone
• describe and exchange information about                 conversations in which they plan weekend
     activities, people, places, and things               activities. Each pair should find an activity both
• communicate in past, present, and future                students would enjoy. The plan could include
• participate in a variety of meaningful, real-life       where they will go, who will go with them,
     situations                                           when they will leave, and what they will take
• derive meaning in new language situations               along.
                                                      •   Provide frequent opportunities for students to
                                                          set and monitor personal goals. For example, at
                                                          the beginning of each week or class students
                                                          might write down two goals or intentions such
                                                          as:
                                                          - the amount of [Target Language] they will
                                                               use in the class
                                                          - new vocabulary or structures they will use
                                                      •   Students receive a card that describes either a
                                                          specific situation or a specific emotion.
                                                          Students then circulate to find a person with
                                                          whom they can make a complete sentence (e.g.,
                                                          When I have an exam...I am anxious.) Students
                                                          use this sentence to form the basis for a role
                                                          play in which they communicate how they feel
                                                          in a particular situation. As a follow-up
                                                          activity, students create two original situations
                                                          and ask others to respond by describing how
                                                          they feel in such situations.
                                                      •   Ask students to prepare gift-shopping lists for
                                                          their families and friends. Have them work in
                                                          pairs to role-play scenes in which they ask a
                                                          shopkeeper where they can find the various
                                                          items listed and how much they cost. As a
                                                          variation, students could describe the interests
                                                          and preferences of their family members and
                                                          friends, and the shopkeeper could make
                                                          suitable gift suggestions.




[Target Language] 5 to 12 • Master                                                                       67
INTRODUCTORY [TARGET LANGUAGE] GRADE 11 • Communicating

SUGGESTED ASSESSMENT STRATEGIES                      RECOMMENDED LEARNING RESOURCES

Assessment should emphasize risk-taking and          The learning resources listed here are especially
participation rather than correctness. To            useful for this organizer. See Appendix B for a
develop effective [Target Language] language         complete annotated list of resources, including
skills, students need to focus on communicating      others that might apply to this organizer.
an increasing range of information, beginning
with their interests, experiences, and               (Please list resources in this section. You may wish
information needs.                                   to use the appropriate icons provided to denote
                                                     media type).
• When students exchange information in
  interviews or role plays, look for evidence that
  they are able to:
  - make themselves understood
  - use appropriate pronunciation and intonation
  - complete activities using only [Target
      Language]
  - use strategies such as non-verbal
      communication or visual props to support
      their communication
  - recognize and respond to familiar words and
      patterns
  - use patterns and frames they have learned
      with less and less support
  - speak with increasing comfort and
      confidence
• When giving students opportunities to set and
  monitor personal goals, have them consider such
  criteria as the following to assist them in the
  process:
  - I ask and answer questions.
  - I try to use as much [Target Language] as
      possible.
  - I use gestures or rephrase when others don’t
      understand me.
  - I support others when they speak [Target
      Language].
• When students participate in real or simulated
  activities (e.g., shopping), note the extent to
  which they are able to:
  - provide clear messages
  - use appropriate patterns for giving directions
      and prices
  - use intonation, miming, gestures, and body
      language to support communication
  - use approximate [Target Language]
      pronunciation and intonation
  - adjust and clarify when miscommunication
      occurs




[Target Language] 5 to 12 • Master                                                                       68
INTRODUCTORY [TARGET LANGUAGE] 11 • Acquiring Information

PRESCRIBED LEARNING OUTCOMES                          SUGGESTED INSTRUCTIONAL STRATEGIES

It is expected that students will:                    Students are encouraged to use as many
• extract, retrieve, and process information from     language-learning strategies as they can to
    [Target Language] resources to complete           extract key information from authentic [Target
    meaningful tasks                                  Language] documents and other materials in
• explain acquired information in oral, visual, and   order to complete tasks. As students progress,
    simple written forms                              they can begin to process acquired information
                                                      and express it in various age-appropriate
                                                      formats.

                                                      •   Divide the class into groups and give each
                                                          group a different section of the same magazine
                                                          article. Have each group analyse and
                                                          paraphrase its section. Then ask students to
                                                          form new groups to share the main ideas of all
                                                          sections and arrange them in logical sequences.
                                                          Have these groups represent their collaborative
                                                          understanding of the article in a series of
                                                          cartoon panels or illustrations.
                                                      •   After students have examined the entertainment
                                                          section of a [Target Language] newspaper,
                                                          suggest that each student plan an outing with a
                                                          friend, using details given in advertisements
                                                          such as times, locations, and possibly reviews.
                                                          Ask students to exchange this information with
                                                          partners.
                                                      •   Play an audiotape (e.g., song, dramatic reading,
                                                          speech) or video and ask students to:
                                                          - list key words related to a topic
                                                          - identify words or expressions related to a
                                                               central mood or theme
                                                      •   Have students work in groups to conduct
                                                          opinion polls, using simple [Target Language]
                                                          terms to determine the range of preferences in
                                                          the class regarding everyday activities (e.g.,
                                                          sports, music, humour, clothing, restaurants,
                                                          food). Post the results or have students record
                                                          them on charts or graphs.
                                                      •   Invite students to choose articles written in
                                                          [Target Language] from magazines,
                                                          newspapers, or the Internet. Have them each
                                                          generate four questions based on key
                                                          information. Then ask students to exchange
                                                          their articles and questions with partners, who
                                                          will read or view the material and answer the
                                                          questions. It is recommended that teachers pre-
                                                          select various articles for students to select.




[Target Language] 5 to 12 • Master                                                                     69
INTRODUCTORY [TARGET LANGUAGE] 11 • Acquiring Information

SUGGESTED ASSESSMENT STRATEGIES                      RECOMMENDED LEARNING RESOURCES

Students in Introductory [Target Language] 11        The learning resources listed here are especially
require extensive practice and feedback in order     useful for this organizer. See Appendix B for a
to develop basic skills in information               complete annotated list of resources, including
acquisition. Integrated communicative tasks, in      others that might apply to this organizer.
which they both acquire and communicate
information, can involve a wide variety of           (Please list resources in this section. You may wish
materials and supports. Cooperative activities       to use the appropriate icons provided to denote
are often appropriate.                               media type).

• When students work in groups to read and then
  paraphrase an article in a series of cartoon
  panels or illustrations, look for evidence that
  they are able to:
  - identify main events
  - include accurate supporting detail
  - create logical sequences
• When students use information from the
  entertainment section of a newspaper, look for
  evidence that they can:
  - find the required information
  - use the vocabulary and structures they need
     to arrange meeting times and places
     Students could present their plans to the
     class, providing opportunities for peer
     feedback.
• When students report on or represent
  information, note the extent to which they:
  - identify and recount ideas or impressions
  - include relevant and accurate detail
  - reproduce [Target Language] words and
     structures in understandable form
  - organize and sequence information
     appropriately
• As students work with a greater variety of
  [Target Language] information sources, look for
  evidence that they are increasingly able to:
  - ask appropriate questions to find the
     information or details they need
  - focus on key words, phrases, and ideas
  - make logical inferences based on the
     language they recognize
  - persevere in making meaning out of language
     that seems very difficult at first
  - replicate some of the patterns they encounter
  - self-monitor, checking on their understanding
     and making adjustments as needed
     The teacher may wish to develop a self-
     assessment checklist that students can use to
     record their growth in these areas.


[Target Language] 5 to 12 • Master                                                                       70
INTRODUCTORY [TARGET LANGUAGE] 11 • Experiencing Creative Works

PRESCRIBED LEARNING OUTCOMES                        SUGGESTED INSTRUCTIONAL STRATEGIES

It is expected that students will:                  At this age, students will be able to experience a
• reflect on, discuss, and respond to authentic     range of creative works and may bring in
    creative works from [Target Language] culture   examples from outside the class. Engagement in
                                                    activities increases when students are
                                                    encouraged to respond creatively, choosing from
                                                    a variety of options (e.g., poster, diagram, video,
                                                    electronic response).

                                                    •   Play a [Target Language] song and suggest
                                                        students write lyrics for additional stanzas,
                                                        create artwork for a CD cover to promote the
                                                        song or the artist, or create music videos.
                                                    •   Have students research examples of [Target
                                                        Language] visual art, for example, paintings,
                                                        carvings, or sculpture. Invite them to choose an
                                                        art form to recreate and explain what it
                                                        represents or symbolizes.
                                                    •   Ask students to examine magazine displays of
                                                        [Target Language] fashions and create collages
                                                        with captions depicting ways that people in
                                                        [Target Language] countries or regions dress
                                                        for various activities. Invite students to present
                                                        a fashion show accompanied by a simple
                                                        commentary.
                                                    •   Have each student read a selection of [Target
                                                        Language] children’s stories and then complete
                                                        one or more of the following assignments:
                                                        - illustrate the story to clarify its meaning
                                                        - role-play the story
                                                        - retell the story
                                                        - change one element of the story throughout
                                                             to modernize or update it
                                                        - record the story on audio- or videotape to
                                                             present to the class
                                                    •   Present a video or pictures of architecture from
                                                        the [Target Language] world. Invite students to
                                                        note or comment on what they find appealing.
                                                        For a classroom display, have students choose
                                                        particular aspects of styles that interest them.
                                                        Ask them to label their work, noting
                                                        architectural time period, geographical location,
                                                        and other relevant information.
                                                    •   Form groups and ask each group to choose a
                                                        [Target Language] poem and appropriate
                                                        music. After students have practised reading
                                                        their poems, invite them to hold a class poetry
                                                        reading with accompanying background music.
                                                        As an extension, students could discuss their
                                                        choice of music to reflect particular poems.


[Target Language] 5 to 12 • Master                                                                     71
INTRODUCTORY [TARGET LANGUAGE] 11 • Experiencing Creative Works

SUGGESTED ASSESSMENT STRATEGIES                         RECOMMENDED LEARNING RESOURCES

Students in Introductory [Target Language] 11           The learning resources listed here are especially
should experience a much wider range of                 useful for this organizer. See Appendix B for a
creative works, particularly literary genres,           complete annotated list of resources, including
than they are able to read or understand                others that might apply to this organizer.
independently. Assessment should focus on
students’ increasing abilities to share and             (Please list resources in this section. You may wish
elaborate on their views and responses. The             to use the appropriate icons provided to denote
teacher can also assess students’ increasing            media type).
appreciation of the unique features of and
connections between [Target Language] creative
works and those of other cultures.
• When students respond to [Target Language]
   songs, have them work in groups to develop
   three or four criteria to use for self- and peer
   assessment. For example, they might focus on:
   - openness to new or different ideas
   - the incorporation of interesting features
   - attention to detail from the original work
   - the communication of a clear point of view
• Before students re-create an art form, work with
   them to develop criteria such as:
   - includes required information
   - presents glyphs (symbols) for important
       events
   - writes dates in the appropriate number
       system
   - shows attention to detail of the samples
• When students present creative works, such as
   collages, fashion shows, or displays of
   architectural styles, look for evidence that they:
   - are willing to go to some effort to consider
       works or experiences not presented in class
   - make connections with other experiences and
       preferences
   - offer reasons and examples to support their
       ideas
   - are responsive to works of other students
• Before students prepare representations of
   children’s stories or poems, work with them to
   develop criteria such as the following, which
   can be used for self-, peer, and teacher
   assessment:
   - conveys theme and mood of the original
   - draws on original characters and events
   - uses detail to develop interest and
       engagement
   - incorporates elements of the style of the
       original
   - attempts to use language to create a specific
       effect or mood
   - conveys a clear view or perspective on the
[Targetoriginal 5 to 12 • Master
        Language]                                                                                           72
INTRODUCTORY [TARGET LANGUAGE] 11 • Understanding Cultural Influences

PRESCRIBED LEARNING OUTCOMES                        SUGGESTED INSTRUCTIONAL STRATEGIES

It is expected that students will:                  At this level, students are encouraged to
• identify the contributions of [Target Language]   participate in a variety of cultural experiences,
    people to the world                             with a focus on [Target Language] culture. As
• identify and compare their own customs to those   their language abilities grow, students should be
    of [Target Language] culture                    given frequent opportunities to interact in
• describe ways in which [Target Language] has      [Target Language] in order to practise using
    influenced other languages                      appropriate communication conventions.

                                                    • Encourage students to develop an understanding
                                                      of their cultural backgrounds, including special
                                                      foods, celebrations, and artifacts. Invite them to
                                                      organize displays to introduce their cultures to
                                                      the class. Displays could include samples of
                                                      food or clothing, demonstrations, personal
                                                      objects, photos, or brief descriptions of special
                                                      traditions or important aspects of geography and
                                                      history. These displays can serve as a foundation
                                                      for activities dealing with [Target Language]
                                                      culture.
                                                    • Create a [Target Language] Hall of Fame.
                                                      Students research and nominate candidates from
                                                      [Target Language] countries or regions in the
                                                      fields of Fine Arts and Literature, Politics,
                                                      Sports, Science, and Music. Students must
                                                      present reasons why their candidate should be
                                                      included in the Hall of Fame. Students then
                                                      organize a voting system and hold a vote. They
                                                      might also enjoy creating an induction ceremony
                                                      into the [Target Language] Hall of Fame.
                                                    • Have students brainstorm a list of [Target
                                                      Language] words or phrases commonly used in
                                                      English and English words or phrases commonly
                                                      used in [Target Language]. These may be
                                                      encountered in the authentic materials read or
                                                      heard in [Target Language] class, or outside of
                                                      class, such as in sports broadcasts. Encourage
                                                      students to maintain ongoing lists of words or
                                                      phrases. As a follow-up activity, students
                                                      compose paragraphs or humorous anecdotes
                                                      using as many words from their lists as possible.




[Target Language] 5 to 12 • Master                                                                   73
INTRODUCTORY [TARGET LANGUAGE] 11 • Understanding Cultural Influences

SUGGESTED ASSESSMENT STRATEGIES                        RECOMMENDED LEARNING RESOURCES

In students’ first year of [Target Language],          The learning resources listed here are especially
assessment of their understanding of culture will      useful for this organizer. See Appendix B for a
frequently involve visual representations or the       complete annotated list of resources, including
use of English. Assessment activities should           others that might apply to this organizer.
encourage students to reflect on their own
customs as well as demonstrate an                      (Please list resources in this section. You may wish
understanding of [Target Language] culture.            to use the appropriate icons provided to denote
Assignments should encourage them to explore           media type).
ways of locating up-to-date information.

• When students participate in activities and
  discussions dealing with cultural issues, note the
  extent to which they:
  - show an interest in cultures other than their
     own
  - share information about their cultures and
     customs
  - express awareness of and respect for other
     ethnic and cultural groups in the community
  - recognize [Target Language] words, names,
     and derivatives (e.g., place names, sports,
     entertainment figures)
• When students investigate and report on historic
  or well-known [Target Language] people,
  discuss assessment criteria before they begin
  their projects. Encourage students to use [Target
  Language] as much as possible in their research
  and reporting, but recognize that most students
  will need to use English for part of their work.
  Assessment criteria might include:
  - uses a range of resources effectively
  - includes relevant details and examples to add
     interest and illustrate key points
  - shows an awareness of the diversity of
     [Target Language] peoples
  - offers some insights and thoughtful
     speculation
• When students create lists of words or phrases
  shared by [Target Language] and English, look
  for evidence that students:
  - are able to recognize and comprehend the
     meaning of the words in their new context
  - are interested in relationships between the
     two languages
  - make an effort to use the words appropriately




[Target Language] 5 to 12 • Master                                                                         74

								
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